Mandel interviewed both new teachers and veteran educators who had mentored first-year teachers in Los Angeles schools to ascertain what kind of information new teachers want during their initial year in the classroom. He discovered that few first-year teachers felt they needed guidance related to state standards and standardized tests. New…

Details of a study done by 11 western New York state school districts to determine the behavior supervisors found most effective in teachers during a one-to-one conference. (DS)

The definition and theory of clinical supervision are discussed. (Author/MLF)

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

In 20 schools, surveys of teacher perceptions about management styles and student perceptions of teachers reveals a correlation between effective teaching and "consultative-centralized" management. Consequently, 10 "commandments" for good consultative management are provided. (TE)

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)

Values are essential for the improvement of instruction because values are the source of and support for teacher behavior and values bring consistency and commitment to that behavior. (Author/IRT)

A common problem faced by new teachers is lack of supervisory support and learning on the job through trial and error can often dishearten the rookie enough to abandon the job and often the profession. Suggestions are offered on how to redress this problem and a starting point could be the implementation of what the Alliance for Excellent…

Points out specific research needs in order to learn more about the concerns, problems, and situation of the substitute teacher. Some of the needs include studies of innovative plans for substitute teacher utilization, their supervisory needs, and the impact/effects of their utilization on pupils' learning, growth, and development. (Author/GB)

Responding to Joe Smith's unfavorable comments concerning Texas' alternative certification program in the November 1991 issue of "Educational Leadership," this article claims the Texas program is highly successful, thanks to school-university cooperation and closely supervised teacher interns. New Jersey's failures cannot be likened to…

Argues that studying the history of school supervision can aid understanding of current problems and future possibilities for supervision in schools. Presents a brief history of American school supervision in the late 19th and early 20th centuries. (JG)

Madeline Hunter replies to the criticism in the previous article. She feels that the current teacher decision-making model is effective. (MD)

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)

Various approaches to supervision can be grouped into three models categorized as nondirective, collaborative, and directive. Supervisors should recognize stages of professional development and treat teachers as individuals. (Author/MLF)