The Supervisor's Interactive Model of Organizational Relationships (SIMOR) integrates two models addressed in the leadership literature and then highlights the importance of relationships. The Supervisor's Interactive Model of Organizational Relationships combines the modified Hersey and Blanchard model of situational leadership, the…

Provides a nonthreatening and collegial supervision model for teachers who do not see themselves as being able to profit from instructional improvement statements. Includes a diagram and six references. (Author/MD)

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

Presents a model explaining student misbehavior in the classroom and an instrument that translates the model into improved supervision of teachers, particularly in helping teachers learn to handle student misbehavior. (Author/IRT)

Second- and third-wave organizational development models fail to facilitate long-term school improvement or enhance individual growth and personal competency. The fourth-wave models focus entirely on individual growth as the primary source of overall organizational success, relying on team consultation, collegiality, and cooperative learning for…

Describes a data-based, anxiety-reducing supervisory process. Several instruments are presented that can be used by teachers to gather information on their own performance. (MLF)

A survey of 900 teachers and 300 principals examined the effectiveness of the clinical-supervision model used in U.S. secondary schools. Respondents valued collaboration in setting time for observations and analyzing data during a postobservation conference. Principals were commonly responsible for both supervising and evaluating teachers. Both…

The supervision model adopted by the Minot (North Dakota) Public School District Board of Education provided the skeletal foundation for the Magic City Campus instructional growth plan. By enhancing this framework with both an instructional model and indepth coaching, teacher growth and effectiveness naturally evolved. Principals striving to be…

According to this model for effective professional growth programs for teachers, teachers and their supervisors must independently identify the teachers' growth needs, must agree on the needs, and must mutually develop a program that is appropriate, demands supervisor responsiveness, and is well-received by the teacher. (PGD)

After examining clinical supervision and its evolution, the author presents a model of supportive supervision in which supervisor and teacher collaborate to assess and maximize student performance. The focus is on student attitudes, behaviors, and learning outcomes rather than on evaluation or criticism of the teacher. (WD)

Presents a teacher evaluation model based on the use of an effective teaching criteria list. Includes two schematic figures. (MD)