Various approaches to supervision can be grouped into three models categorized as nondirective, collaborative, and directive. Supervisors should recognize stages of professional development and treat teachers as individuals. (Author/MLF)

There is a natural link between clinical supervision and its current interest in effective teaching. Describes how the process affects practice in schools today. Lists Morris Cogan's eight phases of supervision and Madeline Hunter's seven steps in the development of an effective teaching lesson. Includes five references. (Author/MD)

Argues in defense of preobservation conferences in teacher evaluations. They place teaching episodes in context and enhance the supervisor's supportive role. (MD)

Points out the benefits for teachers and their supervisors of using the enabler model of supervision in conjunction with the Child Development Associate credentialing process. Provides guidelines for implementing the model. (RH)

Discusses peer supervision of teachers and the integration of videotape recording into teacher supervision. Suggests ways videotape recordings can complement efforts to effect changes and offers advice on successful taping. (WD)

By building in due process procedures and substantive review, a school system provides the opportunity for the teacher, the supervisor, and the administrator to work together to improve the instructional environment. (Author/IRT)

Three types of off-campus instructional arrangements are described with varying amounts of faculty supervision. Under each type, several suggestions are discussed to help departments minimize the chances of litigation arising in connection with the programs. (JMF)

Describes adult learning theory and advocates incorporating the concepts of adult learning theory into a model of educational supervision. (SR)

Contends that evaluation is determining whether a teacher is doing a good job and rating the teacher's performance, whereas supervision is determining what's happening in the classroom and perhaps giving a little advice. Steps to better evaluation include discarding checklists and annual formal evaluation, and providing opportunities for teacher…

The supervisory conference presents an opportunity to stimulate growth and to improve performance despite the threat, in some cases, to self-esteem and job security. This document identifies the conflicting but challenging purposes of supervisory conferences and presents suggestions for setting up the supervisory conference through a…

Describes a strategy for improving classroom teacher effectiveness by improving supervision of teachers. Outlines a nine-point theory of supervision, provides 17 principles of learning from teaching, and presents a vignette illustrating these principles in operation. (LP)

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

Presented is an effective, nonthreatening way to provide feedback to supervising teachers. It involves an exercise called "Butterflies (ways supervising teachers helped) and Bugs (behaviors of supervising teachers which were detrimental or unprofessional)." (KC)

Presents a model explaining student misbehavior in the classroom and an instrument that translates the model into improved supervision of teachers, particularly in helping teachers learn to handle student misbehavior. (Author/IRT)

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)