Glickman's developmental supervision model addresses professionalism by focusing on adult development, teacher development, and life span transitions. This paper describes a study that interviewed 30 graduate students and 120 classroom teachers concerning the relationship between the developmental supervision process and teachers' reflective…

A survey was undertaken to examine the roles of supervisor/diagnosticians in the Fort Worth Independent School District Special Education program. Special education classroom teachers were surveyed about time spent in the classrooms by supervisor/diagnosticians, objectives and effects of these visits, and teachers' perceptions of these visits.…

This report describes teacher response to selected aspects of supervision as it exists for teachers in grades one through four in one Georgia school system. Teachers were surveyed to determine their responses to assistance provided by a supervisor to individual teachers or groups of teachers through activities relevant to teacher development,…

As instructional supervisors for their buildings, principals must know how and when to supervise teachers so that the mutual goal of instructional improvement can be attained. This study investigates the differences between public junior high school teachers' perceptions of principals' actual supervisory behaviors and their preferences for…

The common assumption that teacher evaluation has a positive impact on the improvement of teaching is challenged. Critical challenges to the assumed contribution of teacher evaluation to learning originate from at least three areas of scholarly work: (1) revisionist/Marxist literature, which describes educational structures including teacher…

Investigates secondary school administrators' attitudes toward foreign-language teacher supervision. Findings indicate limited knowledge of foreign languages among the supervisors and widely varying opinions regarding the consequences of this limited understanding. (Author/CB)

Two case studies of a nongraduate and a graduate teacher-in-training at a technical and further education (TAFE) college illustrate the problems of beginning teachers. Survey results also showed that 40 percent of beginning teachers found their preservice training irrelevant; 50 percent perceived inadequate support from senior staff; but 70…

It was found that the Blumberg-Amidon instrument, which was administered to 31 randomly selected in-service teachers, grades K-12, is a two-factor or two-scale measure (Relationships, Productivity) which may also be interpreted as a one-scale measure (Productive Relationships), each with a high degree of reliability. (Author/NQ)

Reports the findings of a study of teachers' perceptions of actual and preferred supervisory behavior in Montana public schools during the 1978-79 school year. (WD)

Examines school-based teacher supervision and evaluation in a Turkish private secondary school with an enrollment of 1,800 students in grades 5 to 12. Develops a two-phase (formative and summative) teacher supervision and evaluation model called Achievement Based Continuous Assessment. (Contains 32 references.) (PKP)

The effects of training on the interpersonal skills of supervisors during interviews with teachers were studied. Focus was on skills in listening to teachers and collaborating with them in planning for instructional improvement. Findings raise questions about what is being defined by supervisors as instructional supervision in the schools. (JD)

Reviewed is the literature on the supervisory conference over the 20 years since the advent of clinical supervision. First, the purpose and components of the conference are examined, followed by reflections on the underlying assumptions of the relationship between supervisor and teacher. Literature on the use of observation data in the conference…

Case studies in four Scottish primary schools of beginning teachers identified crucial elements: induction program for transition from college to teaching; experienced teacher support; making explicit the roles and responsibilities of all; and regular, supportive, structured feedback. (SK)

Describes seven phases in the evolution of supervisory practice in the schools. Describes each historical phase in relation to its purpose (assisting or assessing), focus or emphases, the personnel typically involved, the skills needed to implement supervision, and the assumptions surrounding the process. (SR)

Examines the rules of practice, practical principles, and images of teaching students that teachers constructed under the supervision of inservice teachers. Reports on the student teachers' seminar assessment as an opportunity for constructing practical knowledge about teaching. (Contains 16 references.) (YDS)