Most Australian teachers do not hold traditional methods of supervision in very high regard. A more acceptable form of supervision, clinical supervision, utilizes the information gathered from classroom observations to allow the teacher to gain a wider perspective on his or her own performance under non-threatening conditions. A limited survey,…

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…

Addresses fairness in teacher evaluation by describing a process that includes clear definitions of competencies and ratings, communication of expectations, verbal and written feedback, teacher input, and a summary of observations over a period of time. Suggests adaptation of examples of a special education evaluation form and standards…

Four suggestions are offered for making teachers' first year on the job more than just a test of endurance: provide adequate supplies, make assignments carefully, do not overload them, and provide a support system. (TE)

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)

Provides a list of suggestions administrators might pass on to beginning teachers to help them survive the first year. Suggestions concern the following areas: (1) classroom management, (2) classroom discipline, (3) instruction, and (4) professional concerns. (FL)

Explains why George Henry's essay left the author with a sense of guilt, impatience, and a regret that so little has been done to prepare teachers as supervisors. (HOD)

A model presented here offers a framework within which supervisors can respond to differences in teachers by considering relationships among their personal needs, role expectations, and job behavior. (JM)

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

According to this model for effective professional growth programs for teachers, teachers and their supervisors must independently identify the teachers' growth needs, must agree on the needs, and must mutually develop a program that is appropriate, demands supervisor responsiveness, and is well-received by the teacher. (PGD)

The principal can make a fundamental difference in the performance of a school by involving staff members in school improvement planning, specific teacher and program development, and careful assessment. (Author)

The author argues that the British Advisory Committee on the Supply and Training of Teachers'"Mentorship" proposals are unsatisfactory and suggests an alternative to "supervised teaching practice." (CT)

The neglect of the study of pedagogy in teacher education programs is discussed. Excessive emphasis has been placed on the instruction of theory in the preparation of teachers. The practical application of general teaching skills and their effective application to practice is the central element in the study of pedagogy. (JN)

A conference between a teacher and supervisor is described to model for a successful postobservational conference. Interaction between an elementary schoolteacher and a science supervisor is specifically detailed. (MP)

After examining clinical supervision and its evolution, the author presents a model of supportive supervision in which supervisor and teacher collaborate to assess and maximize student performance. The focus is on student attitudes, behaviors, and learning outcomes rather than on evaluation or criticism of the teacher. (WD)