Describes the clinical supervision approach to teacher supervision and evaluation, and discusses the strengths of the approach. (JG)

Responses from 85 central office supervisors in Louisiana asked to describe actual job experiences that resulted in positive and negative attitudes toward their work. Their main sources of job dissatisfaction were interpersonal relations and school policy and administration. Sources of satisfaction were achievement and recognition. (Author/MLF)

Supervisors should be responsible for long-range instructional planning, monitoring planned changes in programs, program evaluation and experimentation of new instructional ways. (Author/AF)

To help teachers solve their problems, supervisors must first deal with problems inherent in the helping relationship. (Author)

Article gives 5 steps as beginning measures to construct a responsible and responsive frame of reference for supervisory services in approaching educational innovations. (GB)

Several studies indicate the use of supervisors and consultants is effective when there is close contact with teachers in task oriented situations. (Author/RK)

Twelve samples of teachers' contradictory expectations that create a no-win situation for supervisors. (Author/MLF)

Discusses the role of instructional leaders and suggests resources that can aid leaders in enhancing learning. (JG)

The Conference Category System (CCS) is a systematic and practical approach for supervisors to use in identifying and analyzing their behavior in conferences with teachers. (Author/MLF)

The Collaborative Instructional Improvement process is a communication facilitating process that enables a supervisor and a colleague to identify problems, delineate action strategies and responsibilities, specify time constraints, and establish an evaluation design. (Author)

Describes a model program developed at Emory University for training Resident Clinical Supervisors, master teachers who teach part-time while providing clinical supervision of other teachers in their school. (JG)

The steady decline in the number of districtwide instructional supervisors necessitates research to determine the relationship between district supervision and school effectiveness. Answers and data-collection methods are needed for questions concerning the nature and scope of supervisory functions, modes of organization for fulfilling them, and…

This study revealed that supervisors' actual duties are not those described in the literature. In fact, supervisors maintain day-to-day operation of the school system, serve as a center of communication (mostly direct verbal contact), and participate in other highly fragmented activities. (Author/JM)