Summarizes the National Council of Teachers of English Task Force assessment of four issues regarding teacher competency: (1) who defines competency; (2) the nature of teacher competency tests; (3) the impact of current tests on minority teachers; and (4) the quality and standards of the teaching profession. Includes a bibliography of materials…

Provides a nonthreatening and collegial supervision model for teachers who do not see themselves as being able to profit from instructional improvement statements. Includes a diagram and six references. (Author/MD)

Madeline Hunter replies to the criticism in the previous article. She feels that the current teacher decision-making model is effective. (MD)

Lists 10 teacher evaluation guidelines culled from 10 years of "Bulletin" articles. (MD)

The purpose of this book is to help new student affairs workers in higher education make an easier transition from graduate student to full-time professional. It also hopes to increase the retention of professionals who enter the field. This book provides an examination of key issues facing new professionals and suggests ways of thinking about the…

This second edition offers step-by-step instruction for supervisors of novice counselors. The book is divided into three major parts. The first part, "Introduction and Ethical Framework," contains an introduction in which commitment to supervisor and counselor development is discussed. Chapter 2 provides ethical guidelines for…

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)

Major conceptual models for counseling supervision are described and compared: supervision as a counseling analog, as an instruction or teaching analog, and as a role that includes counseling and teaching aspects. Although each of these approaches makes use of familiar roles, none adequately provides the scope and utility required. (Author)

Several years of research support a differentiated system of supervision in which teachers can choose from among four different supervision styles. With the clinical style, intense observation and feedback is conducted by a trained supervisor. Cooperative professional development consists of small teams of peers working together for their mutual…

Objectives and processes for evaluation of faculty and nonacademic administrators are presented. The objectives include: (1) increase the opportunities for open communication between supervisor and supervised; (2) provide written role expectations; (3) provide a means of assessing and evaluating the degree to which expectations are met; (4)…

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)

This article discusses the basic characteristics of organization, administration, supervision, and specific problems of human service organizations and relates them to the concept of power. The author proposes an integration of the two models of supervision so that the administrative and teaching functions will both be served. (Author)

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)