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

Because knowledge work occurs inside teachers' heads, it cannot be supervised directly. School improvement can become a permanent, ongoing organizational function by replacing traditional instructional supervision with a supervision-for-school-improvement function. The focus then shifts to examining a district's work processes, social…

Teachers have a different attitude toward supervision when they have participated in a program of peer supervision. (Author)

The advantages of "script taking" for use as a supervisory skill are presented. It is an easy and efficient alternative to expensive electronic taping in observing teacher performance. (MD)

Most reform movements do not fundamentally alter the prevailing organization, scheduling, curriculum, or structure of teaching. The time has come to view teachers as the solution to, rather than the source of, school problems. Empowerment reform raises questions and allows school practitioners to work toward their own answers. Includes 22…

Important effective coaching components include facilitating teachers' lesson analysis, encouraging alternative approaches, and conducting conferences in a nonjudgmental way. This survey suggests that many of these critical attributes are lacking or of dubious quality for one-third to one-half of PET-trained teachers in the sample. Includes 14…

The Dimensions of Learning supervision model is based on five premises: positive attitudes and perceptions about learning; ways to acquire and integrate knowledge; knowledge extension and refinement; meaningful knowledge usage; and productive habits of mind. Supervision should involve teaching, reflection, proactive use of linguistic skills,…

Research indicates that four-minute videotape segments may provide the best, most practical diagnostic tool available to supervisors in both preservice and inservice programs. (Author/MLF)

Supervisors, in order to fulfill their responsibilities for helping teachers become more effective in the classroom, need to have guidelines for helping a teacher who is in the throes of a personal problem. (Author)

Criticizes Madeline Hunter's programs that train administrators in teacher evaluation. Asserts that Hunter allows trainers to misuse her work and that she rejects the central tenet of clinical supervision. (MD)

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)

Teachers' ratings of the effectiveness of supervisors are strongly influenced by supervisors' interpersonal skills, according to a study of 143 science supervisors and 258 teachers. (Author)

Generalizations are made about the different purposes and outcomes of supervisory conferences. Examples are provided. (Author/MLF)

Successful supervisors share a characteristic of "authenticity," rather than a particular pattern of behavior. From a background of Gestalt psychology, four steps are offered to help supervisors become aware of their own needs and feelings and recognize the "shoulds" that prevent real contact with others. (MLF)