For site-based management to succeed, supervisors must progress from advising teachers to empowering them to make classroom changes. The author changed her communication style by becoming aware of the subtle yet powerful role of communication in school leadership, discovering how unconscious scripts interfered with empowerment efforts,…

When Joanne Rooney, a principal, asked 17 tenured teachers who were due for their formal supervisory visits at Pleasant Hill School in Palatine, Illinois whether her annual visits and follow-up conferences help them become better teachers," her question was met with muffled laughter. They knew that her rushed, mandatory visits and conferences…

Argues that a supervisor's perceptions of people, organizations, and his own role will determine whether new trends and tools will contribute to greater professional and personal growth for teachers. (JG)

Argues the importance of improving teacher evaluation and educational accountability, and outlines a suggested model for effective teacher supervision and evaluation. (JG)

By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)

In Australia, outside inspectors no longer assess teachers for promotion and advancement, but public concern has stirred interest in new forms of teacher evaluation. More teachers now accept the desirability of being observed by fellow teachers. (Author/JM)

Evaluation procedures should focus on improving instruction, should be realistic and practical, and should enhance the supervisor-teacher relationship. (Author)

By describing a typical hectic week in the life of an assistant principal, the author demonstrates why there is little time for educational leadership. (JM)

Seventy-six department heads were asked what responsibilities they believed were most important in their jobs and what responsibilities they considered themselves most competent to fill. (Author/MLF)

A junior high school principal describes how a small lap-top computer to record teacher and student classroom behavior assists in giving teachers an objective record and analysis. After independently analyzing the transcript, teacher and principal discuss recommendations during a postobservation conference. (CJH)

A model presented here offers a framework within which supervisors can respond to differences in teachers by considering relationships among their personal needs, role expectations, and job behavior. (JM)

The principal can make a fundamental difference in the performance of a school by involving staff members in school improvement planning, specific teacher and program development, and careful assessment. (Author)

Findings from a study of 16 school districts reveal that teachers are less satisfied than administrators with school districts' efforts to improve instruction in the areas of curriculum development, clinical supervision, staff development, and teacher evaluation. (Author/MLF)

The adversarial positions fostered by the "win-lose" atmosphere of negotiations can carry into other aspects of the work environment and hamper the problem solving that teachers and supervisors must do together. (Author)