The supervisory process requires an active role and shared responsibility between the supervisor and the supervisee if a supervisory program is to produce learning, growth, and the revitalization of teacher attitudes, talents, and skills. (Author)

Supervisors have legal liability for the therapists' handling of cases under their supervision, and documentation is the only way to demonstrate appropriate supervisory behavior. Presents the Case Review Form, a standardized review form, along with examples of its usage. (JPS)

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…

Examines the hypothesis that subtle hypnotic patterns used by Milton H. Erickson are found in the person-centered approach to counseling of Carl Rogers. Points out that counselors and supervisors should be aware of the possible hypnotic elements in simple suggestions. Presents examples of counselor-client and supervisor-trainee dialogue to…

The role of the local, state, and national supervisor is explored in these six articles. Specifically, they discuss changes in the supervisor's role, a team approach to national leadership, responsibilities of state supervisors, the role of the state supervisor, qualifications needed by a supervisor, and the local agriculture education supervisor.…

Efficient supervisors have three kinds of skills: human, managerial, and technical. Each is defined and examples are provided. While human relations and management are important, technical skills, more than any other, make the role of the instructional supervisor unique. (TE)

Businesses are finding that positive reinforcement is a useful tool in management and supervision. However, there are few reports of the systematic use of positive reinforcement by educational administrators and supervisors. (Author/MLF)

Volunteers have needs, abilities, and desires of their own. The skilled and caring extension agent will use management and supervision principles to fully use all of those needs and abilities. (LRA)

This article reports on a study conducted among supervisors, superintendents, and teachers to determine what congruence existed relative to expectations for supervisory personnel. Each of these groups indicated how much time they thought supervisors should spend in each of 10 roles. Results are included. (KC)

Discusses leadership behavior of managers and presents a model for leadership choice that dichotomizes bureaucratic and non-bureaucratic leadership behaviors. The power of managers is described in terms of both position status and personal influence, and the relationship between the manager's role and the needs of employees is discussed. (LRW)

Proposes pragmatic agenda for future developmental supervision research and a "moratorium" on new or improved developmental supervision models, self-reports, and on research limited to academic settings. Encourages researchers to explore pragmatic questions about actual conduct of effective counseling supervision. (Author/CM)

School bus driver behavior and motivation are continuing concerns for leaders/administrators in the field of transportation. Motivation begins with selection of a potential new driver. Drivers must like children and be patient, loyal, and punctual. The applicant's background must be verified, in view of the national concern for child safety.…

The author argues that inherent in supervision is professional development, which can be divided into the related tasks of staff development, informal observations, rating, and individual development. (CH)

Explores and examines the theoretical roots of supervisory practice with regard to field experiences in teacher education. Contends that most approaches to supervision are rooted in paradigms reflecting the perspectives of positivism, phenomenology, and critical theory. (MLF)

Presents the principles of effective supervision of library employees from practical, rather than theoretical framework. The topics covered are directed to library school students and new library professionals and include supervisory expectations, respect, delegation, communication, praise and criticism, accessibility, loyalty and support,…