An effective teacher evaluation program geared toward instructional improvement is described. It includes frequent interaction between administrators and teachers and is participatory, diagnostic, and cooperative. (MD)

The proposed Instructional Technologist Model is based on a closed loop feedback system allowing for continuous monitoring of teachers by expert instructional technologists. Principals are thereby released for instructional evaluation and general educational management. (MJL)

An advisor can help teachers improve the quality of their work, select and adapt curriculum materials, and release and develop their potentials. (Author/JM)

In New York City, the assistant principal for supervision is responsible for staff development and improvement of student outcomes in specific subject areas. High schools have four to eight such positions. These administrators teach one to three classes daily, depending on department size. They train teachers, develop curricula and testing…

Instead of focusing on narrowly defined, technical teaching models, reflective teaching embodies a broad, indepth understanding of what is happening in the classroom. This article describes a staff development model providing teachers with a research overview, training in data collection techniques, and lessons in nonjudgmental self-observation…

One of the largest school districts in the United States hired at least one consulting teacher for each elementary school with a high proportion of low income, minority students. These consulting teachers assisted in the implementation of two academic programs--the All Schools Achieve Program (ASAP) and Systematic Strategy Instruction (SSI).…

In this paper on the role of the supervisor in education, the supervisor is delineated as one who facilitates the design and implementation of the curriculum and instruction within an organizational setting. Three models of supervision are reviewed. Nominal supervision is described as existing because those charged with supervision are given only…

Teacher supervision is suffering from a legacy of being affiliated with an outmoded integration of science and technology. Dialectical supervision, which emphasizes empowering teachers with ways of knowing that involve continually confronting themselves and searching for more responsive and less dominant educative practices, is proposed as an…

Teachers who can trigger the "goose bump" response have probably mastered the fine art of teaching. Such teachers are enthusiastic, excited about their subject matter, and genuinely care about their students. When "artistic" teachers manifest glaring teaching deficiencies, the sensitive principal overlooks these flaws or handles them without…

Using Cogan's multi-phased Cycle of Supervision, the project focused on teacher behavior as it affects classroom climate and used supervisor and teacher evaluations as tools for inservice education. Preferred and actual teacher behavior were recorded on a modified Tuckman Teacher Feedback Form. The formative process identified areas for teacher…

Discusses how limiting some styles of supervising second language teacher trainees can be and explores alternative ways that supervision can be done. Discusses five models of supervision: (1) directive, (2) alternative, (3) collaborative, (4) nondirective, and (5) creative. Suggests educators experiment with these styles to find which works best.…

Teachers and administrators in Coeur d'Alene, Idaho, received inservice training to prepare them for participation in a widely appreciated supervisory relationship that grants teachers professional respect and reserves formal evaluation for teachers who are clearly failing to meet objectives cited in their personal professional growth plans. (PGD)

The California Mentor Teacher Program is a state-supported initiative to encourage and reward outstanding teachers and to provide staff development services for other members of the profession. Designated mentors receive an additional stipend and are assigned duties and responsibilities, including assistance and guidance to other teachers. (MT)

Describes the successful, three-tiered staff development program implemented in the Green Bay Area (Wisconsin) Public Schools. The program involves training administrators to recognize and foster effective teaching, training teachers in effective teaching techniques, and screening all teacher candidates to maintain quality in the system. (PGD)

An existential model, which views the teacher supervisor interaction as an end in itself, is described. Supervision using this model will be much more meaningful to the teacher. (CJ)