This textbook, intended for graduate students in introductory educational supervision courses, draws on the research on effective schools, teacher and adult development, and supervisory practice, as well as on direct practical experience, to provide information that supervisors can use to help their schools be more successful. The term…

Instructional supervisors identified two problems in their field: (1) finding time to gather the many resources available these days; and (2) providing appropriate and useful supervision to teachers who span a spectrum of needs, experiences, and circumstances. To address these concerns, the 1985-86 Curriculum and Instruction Committee set out to…

Focused team supervision is a team approach for instructional improvement. By targeting instructional needs, it promotes support in priority areas and strengthens administrator-teacher relationships. (MD)

A study of 579 preservice teachers in 9 different subject areas showed differences in personality patterns. The author believes that principals aware of differences in their teaching staff will establish better communication patterns and improve their schools. (MD)

Goal setting is an essential part of an effective supervisory model. Suggestions are offered that have been effective in improving goal-setting activities in a variety of school settings. (Author/MLF)

Identifies three styles of supervision as directive, collaborative, and nondirective; offers an inventory to help supervisors identify their styles; and suggests books, courses, and workshops appropriate to each style. (JM)

The supervisory challenge of the decade will be preventing teacher burnout. Suggestions are offered that administrators can use as part of the supervisory process to stimulate teachers to embark on a program of personal growth. (Author/MLF)

Presents questions that should be asked of any school program using teacher observation and that should serve as standards to measure the realization of teacher autonomy in the professional growth process. Suggests that a school's supervisory program should combine administrative-, peer-, and self-direction. (MS)

Presents methods for reading supervisors in their role as instructional leaders, including: modeling instructional strategies and techniques, holding group meetings to discuss concerns and needs, encouraging attendance at reading conferences by paying for expenses, supervisor observation, and teacher self-evaluation. (RS)

Various theoretical frameworks approach teacher change differently. If teacher candidate supervisors adopt one form of supervision without understanding the assumptions and implications of other models, they risk being too narrow. To help supervisors in their role, an explanation of how a supervisor might intervene from six different perspectives…

Guidelines for the supervisor's role in improving teachers' assessments of their students are offered in this paper. Suggestions for improving formal assessment are provided first, with attention to the various types of formal tests, general test design, and grading procedures. Ways to informally monitor students' learning processes are briefly…

The performance enhancement model (PEM) presented in this information sheet will help administrators and supervisors establish a school program to meet the special needs of first-year teachers. Inservice sessions for new teacher training should be played with the help of peer supervisors who are chosen by the principal for their teaching and…

Strategies for principals in supervising marginal teachers are described. Procedures for handling three types of marginal teachers are addressed, which depend on the causes of teacher ineffectiveness. Causes include lack of training, personal problems, and poor attitude. Conclusions are that principal action is necessary to maintain school…

Suggestions for first-year teacher guidance and orientation by principals are offered in this bulletin. Principals' basic assumptions about teacher orientation should focus on direct assistance or assistance through colleagues to support their development. Recommendations stress positive reinforcement, collegial support, and providing…

This paper proposes a new way of thinking about teacher supervision that takes into account the everyday experience of the teacher in the classroom. The paper suggests eliminating old habits of thought by using new language with new connotations--instead of "supervision," the new approach is called "professional development." Professional…