The fourth of six volumes in the "Elementary Principal Series," this booklet offers new principals a set of ideas, procedures, and examples associated with effective teacher supervision. The principal-teacher supervisory relationship has changed dramatically over recent years. The principal is no longer an inspector, but a colleague…

Criticizes Madeline Hunter's programs that train administrators in teacher evaluation. Asserts that Hunter allows trainers to misuse her work and that she rejects the central tenet of clinical supervision. (MD)

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)

Proposes a modification of the structure of current student teaching programs that would replace the superordinate-subordinate positioning of university supervisor, cooperating teacher, and student teacher with a formal colleagial team. (FL)

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

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…

Presents a proposal for effective teacher supervision and evaluation that puts the responsibility for supervision on someone close to the teachers, while the responsibility for evaluation remains the principal's. Includes diagrams outlining supervision and evaluation procedures. (MD)

An effective teacher evaluation program geared toward instructional improvement is described. It includes frequent interaction between administrators and teachers and is participatory, diagnostic, and cooperative. (MD)

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)

Lists some reasons why supervisors are often among the first personnel to be cut in a budget crunch, then lists six abilities essential for the survival of supervisors in education's changing climate. (JM)

Traces the history of teacher assessment and of research on classroom interactions. Lists key elements in an assessment program. Discusses the need for trained assessors, teacher cooperation, and reevaluation. (WD)

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)

Differentiated supervision is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive. The differentiated model provides intensive development to nontenured teachers and to tenured teachers with serious problems. The rest of the faculty receive options for fostering their…

While most instructional supervisors recognize the importance of mutual trust and collaboration in building effective interpersonal relations with teachers (involving high cooperation, mutually agreed upon goals, and demonstrated positive outcomes), supervisors' attempts to achieve these ends often prove frustrating. This paper examines factors…

Instructional supervision is intertwined with the debate on how humans learn and on what knowledge is of greatest import. Those who believe that knowledge is acquired as an individual chooses to follow his or her own inclinations tend to favor nondirective supervision. Those who believe that learning is the result of reciprocity and…