Principal and teacher readiness is a crucial prerequisite to successful supervision. Principals can achieve positive results by using a group approach to instructional improvement. Videotapes and other classroom data can help focus discussion and promote teacher growth and self-learning. (MLH)

The author of EC 604 973 comments on his case study of a first-year teacher with a learning disability. These reflections focus on the emotions of the first-year subject, the use of the case study approach, and methods of assisting teachers with learning disabilities in the workplace. (JDD)

Many states and school districts have developed mentor programs to ease beginning teachers' transitions into the profession. Research shows mentoring programs improve teaching, raise teachers' self-confidence, and increase teacher retention. However, their high cost has made them targets for state and local budget cuts. (SM)

The appropriateness of the supervisory model used in consulting is considered. Consulting as an activity is a social relationship between the "consultant" (faculty staff) and the "consultee" (teacher). Often the consultant employs the same verbal strategies used by a teacher's supervisors. The difficulties this creates in the personal interaction…

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

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)

The article discusses the role of the special education teacher in the implementation of Public Law 94-142 (Education for All Handicapped Children Act) and Public Law 93-112 (Section 504 of the Vocational Rehabilitation Act). (PHR)

Contrasts the view of teaching as a technical reality with the view of teaching as reflective practice and examines the purposes of supervision from both perspectives. Reviews literature on reflection in teaching and empirical research on instructional supervision to promote reflective teaching. (TE)

Considers complex ways in which a student teacher negotiated her status and derived her authority in the multiple sites in which she worked as student, as apprentice, and as teacher. Illustrates the importance of encouraging teachers to adopt an "anthropological stance." Shows how teacher education is complicated by the layered nature of the work…

Mentoring programs for beginning teachers are designed to retain good teachers by providing them with psychological support and instructional assistance and introducing them to the cultures of the school and the district. Being a mentor also figures prominently in veteran teachers' professional development. An examination of the literature reveals…

The Leadership Enhancement and Development (LEAD) program is designed meet the organization's needs by first meeting the needs of individuals. This document presents dialogue from three former participants of the LEAD program implemented in the Gwinnett County Public School System (Georgia). A vice-principal, principal, and teacher describe their…

Presents a career ladder model intended as a guide to be implemented according to the particular circumstances of a school district. Addresses longitudinal career plans and enhancement of the professional work place. (SRT)

The incompetence of a few teachers can destroy the efforts of many excellent teachers. Principals need to know how to evaluate teachers effectively and act on their evaluations. The rationalizations typically used to justify failures to dismiss incompetent teachers will not stand up to scrutiny. (PGD)

Reflects on George Henry's essay, noting that its content is substantial and provocative, its erudition is expansive, and its tone is impassioned. (HOD)

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)