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The Supervision Quandary.
Stein, Andrea R. – Executive Educator, 1992
Contends that evaluation is determining whether a teacher is doing a good job and rating the teacher's performance, whereas supervision is determining what's happening in the classroom and perhaps giving a little advice. Steps to better evaluation include discarding checklists and annual formal evaluation, and providing opportunities for teacher…
Descriptors: Administrator Responsibility, Elementary Secondary Education, Feedback, Principals
Don't Let Teacher Evaluation Become an Empty Ritual.
Langlois, Donald E.; Colarusso, Mary Rita – Executive Educator, 1988
Superlative performance ratings for the vast majority of teachers may indicate a problem, not a solution, to the quest for educational excellence. This article suggests ways to discourage overrating teachers and playing "pass the turkey." Successful teacher evaluation involves a team approach and a shift in principals' priorities. (MLH)
Descriptors: Administrator Responsibility, Elementary Secondary Education, Job Performance, Principals
Doormat or Dictator?
Pawlas, George E. – Executive Educator, 1993
Somewhere between easygoing and hardboiled management extremes lies the realm of true leadership. An effective administrator gets results by leading people (not ordering them), learning how to handle them, and discovering what makes each one tick. A true leader captures and holds staff members' confidence, helps them develop needed skills, and…
Descriptors: Administrator Role, Elementary Secondary Education, Interpersonal Competence, Labor Relations
Make Big Music with a Small Staff.
McCormick, Kathleen – Executive Educator, 1988
A shortage of elementary school music teachers and expanding school music programs has prompted school districts to make multiple school assignments of music teachers. Examples of scheduling solutions are cited. (MLF)
Descriptors: Elementary Education, Music Education, Music Teachers, Public Schools
Watching Teachers Teach.
Clemente, Judith D.; And Others – Executive Educator, 1992
To ensure quality instruction, principals must place a priority on teacher observation and feedback. Practical recommendations include the following: (1) offering teachers immediate feedback; (2) being generous with praise, specific with concerns; and (3) monitoring teachers with problems. (MLF)
Descriptors: Administrator Responsibility, Elementary Secondary Education, Feedback, Instructional Improvement
We Brought Teachers Up to Snuff, And So Can You.
Jacobson, William C. – Executive Educator, 1984
The Cedar Rapids, Iowa, Plan for Instructional Improvement requires principals to take part in several workshops and activities to learn how to analyze what goes on in the classroom. Principals then direct teacher inservice training by conducting staff meetings, small seminars, and classroom observation followed by teacher conferences. (MLF)
Descriptors: Classroom Observation Techniques, Elementary Secondary Education, Inservice Education, Instructional Improvement
Child Molesting: Stop It before It Starts in Your Schools.
Ross, Victor J. – Executive Educator, 1985
Suggestions are provided to help school superintendents avert problems of sexual abuse by teachers before they happen: (1) screen employees carefully; (2) know your principals; and (3) have principals keep a sharp eye on their staff for potentially significant changes in behavior. (TE)
Descriptors: Administrator Responsibility, Administrator Role, Child Abuse, Elementary Secondary Education
Let Department Heads Know What You Expect from Them.
Mead, Ramsay – Executive Educator, 1982
School department heads should be classroom teachers first. Their responsibilities in administration (for instance, keeping textbook records) and in curriculum management should be reduced, and their major responsibilities should involve teacher assistance, including teacher observation and aid to new teachers, and special departmental activities.…
Descriptors: Administrator Responsibility, Curriculum, Department Heads, Departments