The Systems Supervisory Model is presented to help principals improve their supervisory skills and instructional staff. (MD)

Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)

A style of supervision that varied from letting an assistant solve problems alone to solving the problems for him was not successful. A new approach that included scheduling meetings and collaborative inquiry proved to be effective. (MLF)

Describes a supervisory technique (the "O Cycle") based on observing and critiquing teachers, and a way that a small group of principals can create its own in-service program to acquire the skills required to use the technique. (IRT)

Focuses on how library supervisors of staff with dual assignments can promote the positive aspects of this type of position and prevent employees from becoming victims of work overload and job burnout. Employee qualifications and skills, cooperation among all supervisors, and administrative support are emphasized. (EAM)

Intended for employers, supervisors, and coworkers, the booklet presents guidelines for accommodating learning disabled (LD) employees. An introductory section explains the condition, describing its nature and the range of impairments it includes. Five types of learning disabilities are identified: visual, auditory, motor, tactile, and academic.…

Describes a data-based, anxiety-reducing supervisory process. Several instruments are presented that can be used by teachers to gather information on their own performance. (MLF)

Offers a teacher self-assessment procedure that allows supervisors to provide direction to teachers in diagnosing their own strengths and weaknesses. (FL)

Generalizations are made about the different purposes and outcomes of supervisory conferences. Examples are provided. (Author/MLF)

This manual contains information designed to help supervisors make new, young workers productive in a short period of time. Intended as a memory aid and checklist of supervisory responsibilities and factors to consider in different situations, the manual contains tips and checklists on supervision and elements of good supervisory practice.…

The process of teacher supervision is treated in detail in this paper, as it affects both the supervisor and the teacher. In the first section, the domain and assumptions of the supervision process are defined. Next, a format for providing individual supervisory assistance to improve classroom effectiveness is described. In the last section, five…

Defines the ideal classroom environment and compares it with the effective clinical supervision situation (one-to-one encounter) and determines that the two are more similar than contrasting. Urges educators and their supervisors to create ideal teaching/learning environments based on the premise that people learn what they live and experience.…

Successful supervisors share a characteristic of "authenticity," rather than a particular pattern of behavior. From a background of Gestalt psychology, four steps are offered to help supervisors become aware of their own needs and feelings and recognize the "shoulds" that prevent real contact with others. (MLF)

The supervisor of today must ensure that all rewards are performance-based and that nonfinancial, social rewards are included. (Author/MLF)

Explains a supervisory method intended to be humanistic and clinical that holds promise even in situations where a minimal amount of supervision is possible. (Author/MLF)