In response to the study and recommendations presented in the article "I Didn't See it as a Cultural Thing," written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors' approaches and assertions that seem…

As many states and districts rethink teacher supervision and evaluation, the team at the Measures of Effective Teaching (MET) Project, funded by the Bill and Melinda Gates Foundation, has analyzed thousands of lesson videotapes and studied the shortcomings of current practices. The tentative conclusion: Teachers should be evaluated on three…

The author's proposition is that there is a pedagogy of supervision, not that "this" is it in its entirety but that there is a pedagogy of supervision, that it has relevance for other levels of the curriculum, and that this pedagogy of supervision provides an entry point for academics to become involved in the scholarship of research,…

A conference between a teacher and supervisor is described to model for a successful postobservational conference. Interaction between an elementary schoolteacher and a science supervisor is specifically detailed. (MP)

In this article, the author shares her practicum experience in a nine-month English program and a gruelling assessment schedule for her other five subjects. During her practicum several incidents occurred that caused a shift in the way she perceives the role of an English teacher, and they have informed her English teaching practices. She reflects…

Examines supervision from attributional perspective. Conceptualizes counselor supervision as interactional process in which trainees learn to describe and manage cause-effect relationships. Reviews attribution theory and discusses common biases and errors in attribution process. Proposes interventions to help supervisors minimize influence of…

Within the field of systemic family therapy, the collaborative team is emerging as a powerful training approach as well as a valuable therapeutic tool. This article presents the collaborative team as a method of counselor supervision and training. Issues around the developing team process and potential pitfalls are elaborated. (Author/BL)

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we…

Our ways of thinking about the world determine the methods we find useful for studying the world. These methods in turn determine what we learn about the world and therefore how we define reality. As aspects of cultural science, teaching and supervision should not be studied using methods suitable for the natural sciences--the cultural sciences…

Some characteristics of clinical teaching in legal education are criticized. Evidence from transcripts of supervisory meetings indicates that clinical teachers teach students to manipulate and dominate others. (MLW)

Offers tips for supervising teachers and teaching based on the assumption that good teaching is an art rather than a science.

The need for change in the role of the graduate-level teacher is examined, focusing on three areas: the need to replace the notion of teaching with that of pedagogy, the shifting concept of disciplines in the postmodern university, and the work of graduate student supervision. (MSE)

Suggests ways in which college and university teaching assistants can acquire a proficiency orientation toward foreign language teaching. These include clarifying the concepts associated with proficiency, integrating these concepts into the curriculum, and evaluating students by measurements of proficiency rather than by achievement. (SED)

In this paper, a college professor applies existential philosophic thought to his "everyday teaching practice." He points out the stifling effects of working within a bureaucratic school organization. He presents personal experiences in dealing with the problems encountered daily in the classroom. The professor believes it is possible to, in the…

Although the traditional mentoring paradigm in graduate schools is that of a single faculty-student dyad working intensively on scholarly and research endeavors, contemporary training models in professional psychology require new approaches to mentoring. Graduate programs must tailor mentoring to meet their missions and cultures. The vertical team…