The clinical supervision cycle is divided into various segments (preobservation cycle, observation, postobservation analysis, postobservation conference, postobservation conference analysis), and the research needs for each of these stages is detailed. The need for evaluating the cycle in terms of student outcomes is stressed. (MJB)

Thirty-six assumptions are presented in this examination of clinical observation as a structure, i.e., as a systematic array of tasks for persons in defined positions with the intent of achieving instructional purposes. (MJB)

This article describes negative and positive aspects of the neo-traditional approach to teacher supervision, which is defined as supervision that focuses on characteristics of teaching as drawn from effective teaching research. (MT)

The techniques and methodologies of "management by objectives" is suggested to be of value in improving the nature and rate of application of clinical supervision and in improving inservice teacher training and evaluation. (MJB)

Results of a survey of inservice programs offered by schools of education. (RT)

A model for team planning, instruction, and evaluation is presented, utilizing peer observation and analysis of instructional effectiveness, with suggestions for reducing the anxiety of teachers being observed. (MJB)

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)

Definitions of supervision and instructional supervision are provided, along with financial and educational rationale for better quality-control of public education through the development and maintenance of an effective instructional improvement program. A suggested supervisory model is described. (MJB)

Supervision and evaluation, contained within a due process framework, are beneficial to both the teacher and the educational administrator. (LH)