The goals for this qualitative study were to examine principals' perceptions regarding their own supervision and evaluation. Two research questions guided the qualitative inquiry: (1) What are the greatest strengths of your own supervision and evaluation? and (2) What recommendations would you give to superintendents to improve your own…

The research examined school leaders' opinions, attitudes, and performative actions toward teacher absenteeism. Existing research has primarily focused on interventions implemented by the Teachers' Service Commission to curb teacher absenteeism, and yet since leaders are the main agents and their actions are context bound, their actual actions and…

The Supervisor's Interactive Model of Organizational Relationships (SIMOR) integrates two models addressed in the leadership literature and then highlights the importance of relationships. The Supervisor's Interactive Model of Organizational Relationships combines the modified Hersey and Blanchard model of situational leadership, the…

With the continuing increase of inclusive education in our public school classrooms today, there is a great deal of interest in co-teaching teams. Research indicates that administrative support is a critical factor in co-teaching effectiveness. In this study, we explored administrator knowledge and practices related to the supervision and…

Although research has established links between the principal's instructional leadership and student achievement, there is considerable concern in the literature concerning the capacity of principal preparation programs to prepare instructional leaders. This study interviewed educational leadership faculty as well as expert principals and teacher…

This study explored Wyoming school leaders' perceptions about the traits of incompetent teachers, strategies used to work with incompetent teachers, and the barriers to their dismissal. Most importantly, this study differentiated how principals and superintendents viewed incompetency issues. Some major findings include school leaders' beliefs that…

To get beyond prescriptive supervision, principals should consider physicians' behaviors. Effective principals respect teachers' autonomy, encourage the expression of feelings, educate teachers in self-monitoring skills, value second opinions, use research wisely, gather thorough data, provide follow-up contact, reinforce teachers' efforts and…

Traditional supervision paradigms, based on changing teachers' behavior, are ineffective. The Knowledge Work Supervision model helps align supervisory processes with a school system's purposes, goals, and outcomes. A special supervisory paradigm that shifts focus from individual behavior to an organization's work processes and social systems is…

Offers a supervision plan designed to help identify teaching deficiencies, assist in planning and managing improvement, and create situations promoting dialogue beween principals and teachers. The plan involves yearly goal setting, pre- and postobservation conferences, and an informal observation process. (MLH)

Identifies ten essential supervisory roles and incorporates them into a supervisory self-assessment instrument. (Author/JM)

Teacher collaboration is an essential element of substantive school change for which principals have responsibility for cultivating. As such, it is becoming increasingly important for school leaders to employ models of supervision that focus on the performance and improvement of collective teacher behavior. In this article, the authors present a…

Offers guidelines on supervision of extracurricular activities, covering preparation for the activity and supervisors; duties and activities upon arriving at the activity; while the activity is ongoing; and when the activity is completed. (WD)

This article takes issue with recent proposals to eliminate teaching experience as a requirement for principal certification. A principal relies on teaching experience in five areas: (1) employing teachers; (2) supervising instruction; (3) leading and managing teachers; (4) understanding and working with students; and (5) conferring with parents.…

This New York State school developed a program that improved student attendance. The program required no additional funding but specified that students be grouped by attendance and that special techniques be employed to supervise and monitor them. (MD)

Discusses three problems in the usual approach to teacher evaluation--the failure to illuminate the differences in evaluation practices at different educational levels, the limited usefulness of the typical evaluation form, and the propensity to view supervision and evaluation as one process. Suggestions for improvement are offered. (WD)