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…

How can administrators balance the demands placed on them as supervisors to enact both managerial and professional values? To answer that question, this article explores the ways in which practicing school administrators uphold both managerial and professional values in their roles as instructional supervisors. The experiences of the…

The Systems Supervisory Model is presented to help principals improve their supervisory skills and instructional staff. (MD)

These authors, in defining the purposes of teacher evaluation, describe an approach to supervision that they believe works. Under this model, the teacher becomes an active participant in his assessment. (Editor)

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)

Explains a supervisory method intended to be humanistic and clinical that holds promise even in situations where a minimal amount of supervision is possible. (Author/MLF)

A supervisory model identifying profile, action, response, and analysis as sequential steps is outlined. Principal and teacher develop a profile of skills the teacher wants to improve and an action plan for realizing the profile. Students and principal provide feedback, and teacher and principal evaluate growth. (MJL)

This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)

Effective curriculum supervision is essential to a good middle school and curriculum program, and principals can do this job through preparation, curriculum review and development, taking advantage of supervisory opportunities, and curriculum evaluation. (DCS)

Identifies three styles of supervision as directive, collaborative, and nondirective; offers an inventory to help supervisors identify their styles; and suggests books, courses, and workshops appropriate to each style. (JM)

The supervisory challenge of the decade will be preventing teacher burnout. Suggestions are offered that administrators can use as part of the supervisory process to stimulate teachers to embark on a program of personal growth. (Author/MLF)

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

Today is an opportune time for school administrators to exercise leadership in curriculum development for school achievement. Effective schools research has found a school's culture and its strategies and tactics to be foundational to an excellent school. These are explored in this article. (DCS)

Provides a model for a collegial support system--an alternative to administrator-conducted supervision of teachers--that allows administrators to move from a directive to a supportive role with teachers. (JW)