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)

In an attempt to improve the communication process and draw attention to some ideas that need further study, a communication model that deals specifically with the supervisor-teacher interaction process is presented. (Author)

Presents questions that should be asked of any school program using teacher observation and that should serve as standards to measure the realization of teacher autonomy in the professional growth process. Suggests that a school's supervisory program should combine administrative-, peer-, and self-direction. (MS)

Presents a definition and examines arguments for and against the clinical supervision model for teacher improvement. (SJL)

Reviews data concerning time management and instructional supervision and suggests means for more effective management of supervision time. (FL)

Describes adult learning theory and advocates incorporating the concepts of adult learning theory into a model of educational supervision. (SR)

Discusses various approaches to the supervision of instruction and counseling, noting the assumptions made in each and the expectations held by each for both the supervisor and the supervised. (FL)

Presented is an effective, nonthreatening way to provide feedback to supervising teachers. It involves an exercise called "Butterflies (ways supervising teachers helped) and Bugs (behaviors of supervising teachers which were detrimental or unprofessional)." (KC)

Describes the Beginning Teacher Effectiveness Training program, intended to help beginning teachers eliminate unnecessary daily decisions, establish effective routines, and use effective teaching practices, by close cooperation with a mentor (an experienced colleague) and through encouragement, praise, and reassurance. (SR)

Proposes a modification of the structure of current student teaching programs that would replace the superordinate-subordinate positioning of university supervisor, cooperating teacher, and student teacher with a formal colleagial team. (FL)

Argues that schools, in trying to restructure to improve education, must tap the resources of all employees, including women as potential managers. Outlines ways that administrators and other influential groups might encourage women to step forward as managers and administrators. (HB)

Offers tips for supervising teachers and teaching based on the assumption that good teaching is an art rather than a science.

Offers a tri-modal conceptualization of appraisal/supervision, discussing: (1) appraisal/supervision as a rational five-phase process mediated by the environment within which it occurs; (2) the integrative setting needed for effective supervision and appraisal; and (3) operationalizing the process through a series of activities involving an…

Presents a career ladder model intended as a guide to be implemented according to the particular circumstances of a school district. Addresses longitudinal career plans and enhancement of the professional work place. (SRT)

Explores key components of the teacher professional growth process and examines how "significant others" can contribute to the components discussed. Presents a structure for a collaborative approach to supervision and staff development. (FL)