Today's instructional leader must possess skills in four critical areas: curriculum development, clinical supervision, staff development, and teacher evaluation. (Author/JM)

Supervision and evaluation, contained within a due process framework, are beneficial to both the teacher and the educational administrator. (LH)

An exploration process through which supervisors can encourage teachers to make their own teaching decisions includes teaching teachers how to observe classroom interaction, code and analyze interaction, interpret classroom behavior patterns, and make informed instructional decisions based on the analysis and interpretation. Bringing teachers…

Very few people would disagree that the work of the principal is multifaceted, hectic, and fraught with uncertainties, and given the ongoing press for accountability, the very work of the principal as instructional leader is shifting to ensure "results." There are myriad day-to-day activities that take principals away from the important work of…

This document describes the principal's role in supervising a teacher mentoring program. It provides tips for guiding mentors and describes the characteristics of a good mentor. For example, mentors working with a novice should focus on three areas--the classroom, emotional support, and practical applications. Three styles of mentoring include…

In outline agenda form, this guide addresses the issue of training and supervising graduate students teaching the basic undergraduate speech course in university speech departments. The sections are as follows: (1) Introduction of staff and participants; (2) Rationale for assuring quality and standardization in the basic course by systematically…

While supervision is recognized as a crucial aspect of organized education, it has received less attention than it deserves. This book treats educational supervision as a cooperative problem-solving process, rather than an aversive inspection for staff deficiencies. Part I describes benefits of the developmental approach. Part II focuses on the…

This book presents six alternative teacher evaluation approaches in six chapters. Each contributor was directed to respond to an identical stage-setting stimulus; then the chapter was immediately relayed to a public school practitioner who was asked to supply a "from-the-field" reaction. The reactions follow each chapter under the heading, "From…

The strategy of diagnostic supervision, and the diagnostic conference, are outlined in this paper. Diagnostic supervision involves the supervisor and teachers in a process of recognizing needs, stating problems, and agreeing on objectives for the teachers' instructional improvement. The diagnostic conference, one tool used within the process,…

After noting that the principles of clinical supervision and management by objectives (MBO) may at first appear to be contradictory, the author briefly describes a system attempting to adapt and combine components of these two movements in a practical supervisory system in a secondary school. He first explains the supervisory process in general…

Written as a follow-up to the first sourcebook published in 1967, this document seeks to address emerging issues in successful science supervision which have become important since 1967. Among the issues addressed are: (1) an increasing emphasis on the evaluation of students and programs; (2) demands for accountability; (3) changing working…

This paper on the supervision and evaluation of teachers as professional personnel begins by delineating the characteristics and expectations of professionals, and then explains how they are socialized into their roles, the reasons why they should be supervised, the blocks and hindrances to supervision and evaluation, and how the blocks may be…

A junior high school principal describes how a small lap-top computer to record teacher and student classroom behavior assists in giving teachers an objective record and analysis. After independently analyzing the transcript, teacher and principal discuss recommendations during a postobservation conference. (CJH)

Provides a list of suggestions administrators might pass on to beginning teachers to help them survive the first year. Suggestions concern the following areas: (1) classroom management, (2) classroom discipline, (3) instruction, and (4) professional concerns. (FL)

A classroom observation checklist for evaluating secondary schools reading instruction is presented. (MJL)