Clinical supervision represents a drastically different form of professional development for both teacher and supervisor. A Pittsburgh (Pennsylvania) study of 332 educators reveals the need for prolonged training and a supervised internship for those who intend to practice clinical supervision. (MLF)

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 importance to the teacher evaluation process of classroom observation by the principal, teacher participation, and the establishment of mutual trust between teacher and administrator. (PGD)

Twelve samples of teachers' contradictory expectations that create a no-win situation for supervisors. (Author/MLF)

Describes how an elementary principal dealt with her role of supervising and evaluating the teachers in her school. (JOW)

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…

Clinical supervision should not be construed as "delivery of services" to targeted audiences of teachers deemed inexperienced, inefficient, or incompetent. Supervision should instead empower and emancipate teachers by creating conditions under which they can examine classroom actions in terms of the historical, social, and cultural…

Many current problems in teacher supervision arise from epistemological errors. Research-based models wrongly assume that supervision is a deterministic process. Therefore, the theoretical perspective should be rejected in favor of a practical one, which would emphasize "reflection-in-action" directed toward specific real problems. (MCG)

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)

Outlines a fictitious but ideal school in which staff work cooperatively and are encouraged to develop their talents. (MD)

Discusses various approaches to the supervision of instruction and counseling, noting the assumptions made in each and the expectations held by each for both the supervisor and the supervised. (FL)

Describes a training program designed to make teacher supervision more effective. (FL)

Listed are several unanswered questions in relation to the field of teacher supervision, in particular, the effect on teacher behavior. Sections are devoted to measurement of the teacher supervision problem as well as the present attitude of teachers and the need for change in teacher education. (SI)

Lauds Haggerson's critique of the author's instructional supervision research issues article for substantiating Hill's contention that interpretivist and "rationalist" methodologies are compatible and can be integrated into a single approach. Assails Scheurich and Lather's article for labeling Hill's position "positivist,"…

Criticizes Madeline Hunter's programs that train administrators in teacher evaluation. Asserts that Hunter allows trainers to misuse her work and that she rejects the central tenet of clinical supervision. (MD)