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)

Discusses peer supervision of teachers and the integration of videotape recording into teacher supervision. Suggests ways videotape recordings can complement efforts to effect changes and offers advice on successful taping. (WD)

By building in due process procedures and substantive review, a school system provides the opportunity for the teacher, the supervisor, and the administrator to work together to improve the instructional environment. (Author/IRT)

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)

Clinical supervision stresses face-to-face encounters with individual teachers about a specific teaching/learning situation. The process incorporates the use of specific objective data forming the basis for collaborating and aimed at instructional improvement. The five stages are preobservation conference, classroom observation, data and strategy…

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 process of supervision that the author used successfully when he was a principal. (Author/MLF)

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)

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)

Argues that the problems of urban education can be solved by improving the quality of teaching, and presents a list of teacher behaviors and attitudes that are indicative of good teaching. (JG)

Presents a practical, research-based process to help principals assist teachers in developing questioning skills. Measurable elements of effective questioning include teaching style, levels and types of questions, wait time, modeling of mental processes for answering questions, and use of transfer. Includes 20 references. (MLH)

Describes a program that consists of a three-part cycle of activities, all of which involved the department chairmen working jointly with the principal on actual preobservation conferences as well as with actual classroom observations. (Author/MLF)

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)

Presents a proposal for effective teacher supervision and evaluation that puts the responsibility for supervision on someone close to the teachers, while the responsibility for evaluation remains the principal's. Includes diagrams outlining supervision and evaluation procedures. (MD)