This project demonstrates a collaborative process designed to address the continuing preparation of principals who have primary responsibility for supervising and evaluating teachers, and the preparation of cooperating teachers as more effective supervisors of student teachers. The project focuses on one major question: What is the role of…

In this paper, a college professor applies existential philosophic thought to his "everyday teaching practice." He points out the stifling effects of working within a bureaucratic school organization. He presents personal experiences in dealing with the problems encountered daily in the classroom. The professor believes it is possible to, in the…

Providing effective feedback and supervision for student teachers is an important area of concern. The two primary sources of feedback, the cooperating teacher and the university supervisor, are somewhat limited in scope. At the same time, various approaches used successfully with experienced classroom teachers have been rarely tried with student…

The objective of the course described here is to provide the teaching assistants (TAs) with help, encouragement, and constructive criticism. An orientation program lasts one week and follows the following schedule: (1) On the first day, a general introduction to general university and departmental policies is given, as well as to teaching methods…

The Office of Field Studies at the University of Tennessee Knoxville has implemented a research-based, collaborative-interactive student teacher supervision program featuring the provision of objective feedback during the preobservation conference, observation, and postobservation conference. (CB)

Student teacher supervisors can use the Effective Supervision Guide to facilitate the organization of data generated from monitoring student teachers. The guide's components include: baseline performance; behaviors needing remediation; remediation strategies; evaluation criteria; and commencement and completion dates for remediating behaviors. (CB)

Principals in a Pennsylvania district are voluntarily observing one another in order to improve their supervisory skills. Two principals jointly observe a teacher, compare their notes, label the data, conduct the teacher postconference, and then hold the principal postconference. (MLF)

Faculty growth contracts are a viable way to define faculty ideas, chart the direction of professional growth, and assess teacher performance. Each contract includes a statement of yearly goals, means for accomplishing those goals, and a budget request. Guidelines are provided for implementing a faculty growth contract program. (TE)

The Cedar Rapids, Iowa, Plan for Instructional Improvement requires principals to take part in several workshops and activities to learn how to analyze what goes on in the classroom. Principals then direct teacher inservice training by conducting staff meetings, small seminars, and classroom observation followed by teacher conferences. (MLF)

The student teaching program offered through the Field Experience Office of the Department of Physical Education at Indiana University combines an advising system, placement, follow-up systems, and departmental student evaluation. The program begins early in the career of a preservice teacher and ends with the teacher in the classroom. (FG)

Collective bargaining law, the unit clarification process, case law, and teacher contracts are legally defining and thereby controlling school supervisory practice in Pennsylvania. (Author)

The role of instructional coach is being piloted in four schools within the Department of Defense Dependents Schools system. One teacher from each school is appointed as an instructional coach for teachers in the building to provide a range of services leading to improved instruction and student achievement. This collegial/instructional coaching…

The authors' work at the Centre for English Teacher Training at Eotvos Lorand University in Budapest is described through an interview. Their efforts in designing a training course for foreign language teachers who will become supervisors are detailed. Core readings for cotrainers are appended. (Contains three references.) (JP)

Describes events surrounding grievances filed against a curriculum coordinator in a New Jersey school district from 1987 to 1989. Although most grievances were found in the supervisor's favor, teachers succeeded in questioning some practices and limiting others. Disentangling the supervision-evaluation knot is impossible; because supervision is…

In 1992, a group of teachers, principals, and central-office administrators at a Wisconsin elementary school developed an effective differentiated teacher-supervision process. Teachers enjoy the flexibility of choosing among three options: a cooperative-clinical supervision group, a self-directed group, and a collegial professional-development…