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 group of Association for Supervision and Curriculum Development members was surveyed to determine the relative importance of 17 selected issues relating to supervisory practices. (Author/MLF)

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)

Preservice teachers must learn to work cooperatively with other adults. In practica, teacher educators can successful negotiate conflicts with team members and build on similarities by listening carefully to students' concerns, modeling respect and appreciation for challenges experienced by school staff, exploring the strengths of students'…

Mount Holyoke College's discussion-based Lenses on Learning seminars consist of 3 10-hour sessions that invite administrators to consider new ideas about mathematics, learning, and teaching and applications for their practice-supervising teachers, supporting their professional development, suggesting assessment approaches, addressing…

Draws parallels between a supervisor helping troubled teachers and a teacher helping troubled students, using a fictionalized example. Recommends that supervisors use both professional methods and personal relationships to help teachers become more effective. (MCG)