Good communication skills distinguish the poor manager from the effective manager. Effective communication skills on the part of managers can determine the effort and productivity of employees. (Author/MLF)

The author reacts to the "Supervision-by-Objectives" model proposed by Arth and Wiles in the February 1978 issue of this magazine. (SJL)

Describes successful teachers, managers, and leaders as those who provide growth opportunities and experiences for those for whom they are responsible, those who can develop plans to take their students or subordinates from where they are to where they ought to be. (JOW)

A model for the supervisory role as a responsibility of the director of adult education centers emphasizes (1) supervision planning; (2) identification of expected skills; (3) observation; (4) identification of abilities to be improved; and (5) development of an improvement program. (Author/JOW)

Responds to Biggs' article on the case presentation approach in clinical supervision, commending the author for drawing together two areas of psychology: case presentation in counselor supervision and cognitive development. Discusses three major contributions of, and three concerns with, Biggs' model. (NB)

Focuses upon general improvement of classroom instruction, advocating a more personal and analytical supervisory approach. Advocates a change from the present supervisory practices of fear and distrust, in which power stifles creativity and innovative thought, to that of consultation and collaboration based on social management principles of…

Discusses the role of the supervisor who is directly responsible for a sandwich placement student in the workplace. Identifies and examines seven supervisory styles, highlights ways in which effective workplace supervision can enrich placement experience, and discusses placement management guidelines. (JOW)

Shares an observation guide, created by the author, for supervisors and administrators to use to assist teachers who are working toward an integrated reading/language arts program. (MG)

Argues that, to be effective, internship directors must examine the constraints and objectives of their program and then select an appropriate supervisory style. Offers a model of supervisory styles for internship directors. (SR)

In this paper on the use of teachers as reflective users of peer clinical supervision, a research and literature review relating to the assumptions of clinical supervision, fostering reflective practice through clinical supervision, and the special potential of peer clinical supervision is presented. Then, a personal account of a beginning…

Identifies effective motivational techniques for cooperative education coordinators to share with supervisors and provides suggestions for supervisors to follow to help make a student's cooperative experience productive. (JOW)

Needed is a shift from more traditional, technical, scientific, management-based teacher supervision to methods that allow teachers to gain a greater understanding of the teaching process per se, such as clinical supervision. However, greater attention needs to be given to the philosophy and rationale of clinical supervision. (Author/DCS)

Argues that theories of management and administration should be put into practice in the same academic institutions in which they were born, as they have the same applicability for college administrators as corporate managers. (DMM)

Distinguishes between administration (decision making, planning, organizing, communication, influencing, coordinating, and evaluating) and supervision (the achievement of instructional expectations). Stresses the importance of good supervision in keeping vocational agricultural programs responsive to changes in the industry. (JOW)

Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)