Identifies ten essential supervisory roles and incorporates them into a supervisory self-assessment instrument. (Author/JM)

This article takes issue with recent proposals to eliminate teaching experience as a requirement for principal certification. A principal relies on teaching experience in five areas: (1) employing teachers; (2) supervising instruction; (3) leading and managing teachers; (4) understanding and working with students; and (5) conferring with parents.…

Discusses three problems in the usual approach to teacher evaluation--the failure to illuminate the differences in evaluation practices at different educational levels, the limited usefulness of the typical evaluation form, and the propensity to view supervision and evaluation as one process. Suggestions for improvement are offered. (WD)

Supervision is supposed to improve classroom teaching by enhancing teacher thinking, rejection, and understanding of teaching. Evaluation systems are supposed to increase effective teaching behaviors and enhance teacher professionalism. Through the lens of symbolic interaction, we learn that "supposed to" does not matter. In a context of increased…

Discusses the importance to the teacher evaluation process of classroom observation by the principal, teacher participation, and the establishment of mutual trust between teacher and administrator. (PGD)

Attempts to clarify the relationship of curriculum, instruction, and supervision roles for administrators confronted by pressing managerial, community, and fiscal responsibilities. All three components are necessary and should have equal weight in the decision-making process. Nineteen references are included. (MLH)

Principals seeking to establish an effective school climate must address these questions concerning school discipline: How committed is the staff to discipline outside the classroom? Are school policies clear to students? Do teachers engaged in student supervision have positive attitudes? Is discipline consistent? Are planning and supervision…

Comments on the conditions under which substitute teachers work and outlines steps that teachers and principals can take to improve those conditions. Orientation programs, feedback, and increased pay are among the improvements that can be made. (IRT)

Performance standards help define more clearly the behaviors necessary for evaluated persons to perform their jobs successfully. This article discusses how performance standards differ from criteria; outlines formats; and presents a behaviorally anchored rating scale. (MLH)

As instructional leader, the principal sets the tone for quality classroom instruction. Through designing effective observation instruments, conducting planning conferences, recording objective classroom observations, and providing constructive feedback, the principal can ensure that this goal is met. Includes one reference. (MLH)

Twenty-six graduate students in educational administration came up with these 80 commandments for supervisors, many of which reflect experiences the students had as teachers. (JM)

After 26 years as a supervisor, researcher, and professor, the author recounts 4 months spent as an interim principal, detailing the massive changes occurring in supervision and leadership responsibility. The most pronounced changes are the development of teaching as a shareable craft, the limitation of principal authority, and the openness of…

Relying on his experience as an urban principal, the author relates several vignettes to illustrate the importance of a smoothly working school team of administrators, teachers, and counselors. (Author/JM)

Faculty growth contracts are a viable way to define faculty ideas, chart the direction of professional growth, and assess teacher performance. Each contract includes a statement of yearly goals, means for accomplishing those goals, and a budget request. Guidelines are provided for implementing a faculty growth contract program. (TE)

Drawing on literature concerning department chairs' role as either administrators (line personnel) or teachers (staff personnel), this essay concludes that both roles are important and that well-developed human relations skills and managerial skills are equally necessary. (MJL)