Points out the need for mentors for beginning social workers and students, and suggests mentoring opportunities may lie in supervisory relationships. Mentorship is an expansion in commitment of the supervisory role beyond administrative and teaching functions to an agreement that the relationship will address the developmental needs of both. (JAC)

Reviews Douglas McGregor's "Theory X" and "Theory Y" views of teacher supervision. Concludes that supervisors need to understand the personal belief systems of the teachers they are supervising. (FL)

Provides a set of guiding principles for a philosophy of creative educational supervision. (JT)

Critically examines some of the assumptions made about student teaching, particularly about the roles of the college supervisor and the cooperating teacher. (SJL)

This article examines the conflict over the definition of clinical supervision from the neo-traditional and neo-progressive perspectives. It shows how this conflict affects teachers' assessment and assistance, and suggests possible areas of compromise and future directions the conflict may take. (TE)

Views instructional supervision as an activity in sense making rather than as classroom observation. Sense making focuses on encouraging the members of the school community to examine the meanings they give to their experiences and to consider how these meanings influence the way in which they carry out their work. (SM)

This paper explores the idea that conceptualizing academic supervision (at Honours or graduate level) as a fiduciary relationship can assist supervisors in enhancing student learning through quality decision-making. In this paper I reflect on my conceptions of supervision in the light of the growing scholarship on supervision. My conceptions of…

Within this century, junior and community colleges in the United States have created a new link in the educational chain between secondary schools and universities. As a result, faculty members at junior colleges have been "created" in that they are often former secondary school teachers, university professors, or graduate students who have little…

The first identity new graduate teaching assistants (GTAs) must adopt is the "instructor" persona, which must be carried out with confidence and competence if their freshmen students are to accept them as qualified instructors. For those GTAs who are uncomfortable with this persona, the faculty supervisor can provide them with a detailed teaching…

Underscoring the need for improved supervision and evaluation policies as a means of increasing public confidence in the quality of education in Massachusetts public schools, this yearbook presents six articles describing supervision and evaluation innovations. Specific topics include a summary of recommendations compiled by the Study Committee in…

This paper on the supervision and evaluation of teachers as professional personnel begins by delineating the characteristics and expectations of professionals, and then explains how they are socialized into their roles, the reasons why they should be supervised, the blocks and hindrances to supervision and evaluation, and how the blocks may be…

Responds to Biggs' article on the case presentation approach in clinical supervision by discussing implications for instruction of two relevant research programs: conceptual level (Harvey, Hunt, and Schroder, 1961) and Hunt's related matching model for education, and Strohmer and associates' cognitive models for clinical judgment. (NB)

Argues that effective supervision requires the ability to acquire skills in a variety of areas, to select those appropriate to a task, and to use them in concert. Discusses a number of skills necessary for good supervision. (FL)

Discusses characteristics of good and bad bosses in school systems. Good bosses create a team spirit, show concern, fairness, and trust for their employees, and have demanding but clear expectations, though they allow for mistakes. Bad bosses are self-centered and either neglect or tyrannize their employees. (TE)

Emphasizes the need for maintaining managerial authority based on subordinates' belief in the relevant expertness, power or normativeness of management. Organizational evaluation data can enhance or diminish these bases of managerial authority in a variety of ways, making management dependent for its authority on evaluation. (Author/WAS)