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)

A veteran principal offers some wide-ranging and practical suggestions for supervising children on the playground and in the cafeteria. (Author/MLF)

This article briefly discusses the value of play in children's lives and the types of play in which they engage. Safety standards for play environments are presented, and guidelines are provided for play equipment and play supervision. (IAH)

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…

Discusses supervision of children on playgrounds, addressing rationale, ratio of supervisors to children, and training of supervisors. Training issues covered include what to look for in the setting, how to actively move through the playground, and how to respond. Includes a list of video and print resources. (EV)

Problems in supervision stem from the reality that operationalizing supervision is not a cognitive state of mind, but one in the affective domain, contrary to most techniques. Administrators often discover that the interpersonal skills needed in facilitating change and dealing with resistance are not available. This paper outlines a process that…

This is the fourth in a series of four books presenting a variety of field experience program models and philosophies that drive the programs provided to preservice teachers during their undergraduate teacher preparation. This book focuses on critical issues facing teaching education in the future, in particular field experiences. Major themes…

This handbook provides resources for curriculum directors and other instructional leaders in Georgia school systems to assist in reviewing, evaluating, and updating their instructional programs. The first section lists the various roles of the central office instructional leader, presents a model of the domains of instructional supervision, and…

Attempts to clarify the relationship of curriculum, instruction, and supervision roles for administrators confronted by pressing managerial, community, and fiscal responsibilities. All three components are necessary and should have equal weight in the decision-making process. Nineteen references are included. (MLH)

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)

Outlines the characteristics and components of clinical supervision and presents 10 suggestions for implementing the process. (MD)

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

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