This narrative case study describes the use of improvement science methods to strengthen the effectiveness of field experiences for teacher candidates. As part of a networked improvement community, we sought to reduce variation in the quality of field experience by providing a cohesive network of high-quality coaching supports. Using design-based…

Coteaching has two important but different applications in schools. First, coteaching between in-service general and special educators provides support for students with disabilities included in general education settings. Second, coteaching between cooperating or mentor teachers and their student teachers provides support for student teachers in…

This qualitative research study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate…

Instructional supervision is a highly complex endeavor as supervisors work to enhance teacher, teacher candidate, and school effectiveness. The process of learning to supervise well can be daunting and difficult. Recent research on teaching has focused on enhancing teachers' ability to notice or observe aspects of teaching and student learning.…

Preparing teachers in clinically rich contexts requires teacher educators who are skilled and knowledgeable about university coursework as well as the complexities of classrooms. Retired teachers or principals have often assumed the role of field supervisor, bringing to their work extensive practitioner knowledge but often lacking theoretical…

A 38-citation annotated bibliography of journal articles focuses on research and strategy suggestions for teacher supervision. (CB)

Differences among the purposes, reasons to observe, reasons to confer, and aims are delineated for the nominal, prescriptive, and reflective models of teacher supervision. Questions are raised regarding supervisory skills and subjects. (CB)

An attempt to define the goals of teacher supervision discusses five premises of supervision that must shift if the goals are to include encouraging teachers to be reflective, thoughtful, and empowered. (Author/CB)

The effectiveness of college supervisors in the student teaching experience is questioned. (JD)

Emporia State University College of Education's recognition of the strong impact university supervisors and cooperating teachers have on student teachers compelled it to develop a training program to prepare supervisory personnel in the use of various supervisory strategies. (Author/CB)

The difficulties encountered by handicapped student teachers can be somewhat alleviated by examining others' personal beliefs and attitudes concerning the ability of the handicapped individual to teach and cope effectively within the educational environment. Possible adaptations to facilities, assistance, and requirements are discussed. (JN)

Central Missouri State University's detailed training model for teacher supervision focuses on building a supervision knowledge base with information about professional supervisory skills and techniques that can be used for extensive preparation of those who supervise student teachers. (CB)

The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)

The principal's role in the placement and supervision of student teachers is discussed. Staff development benefits of careful student teacher placement are also considered. (IAH)

A "Collaborative Approach to Leadership in Supervision" is one area of school and university collaboration in the University of New Hampshire's five-year teacher education program. The article describes the project which develops, refines, and extends the repertoire of supervisory skills of participating principals, teachers, and…