An effective teacher evaluation program geared toward instructional improvement is described. It includes frequent interaction between administrators and teachers and is participatory, diagnostic, and cooperative. (MD)

The proposed Instructional Technologist Model is based on a closed loop feedback system allowing for continuous monitoring of teachers by expert instructional technologists. Principals are thereby released for instructional evaluation and general educational management. (MJL)

Traces the history of teacher assessment and of research on classroom interactions. Lists key elements in an assessment program. Discusses the need for trained assessors, teacher cooperation, and reevaluation. (WD)

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)

Although black students represent 16% of the student population nationally, they comprise only 8% of the student population in gifted programs. Principals can rectify this situation by focusing on teacher supervision and evaluation, staff development, and quality control. Teachers must be held accountable for providing quality learning experiences…

In New York City, the assistant principal for supervision is responsible for staff development and improvement of student outcomes in specific subject areas. High schools have four to eight such positions. These administrators teach one to three classes daily, depending on department size. They train teachers, develop curricula and testing…

To implement an effective evaluation and instructional supervision program, principals should hold high expectations for teachers, establish mutually agreed-upon performance criteria, improve teacher-administrator relations, conduct unbiased observation conferences, and establish a nonthreatening coaching atmosphere that encourages…

The attempt to reduce teaching to discrete, observable behaviors is impractical. Checklists fail to capture the intangible qualities (sense of humor, enthusiasm, compassion) differentiating an effective teacher from an ineffective one. For skilled supervisors, the ultimate observation instrument is a blank sheet of paper accompanied by informed…

Supervision of teachers, write these authors, should foster the growth of the individual and stimulate the organization in the attainment of its objectives and desired goals. They explain that this can be done through self-management. The complete process is described. (Editor)

The author advocates democratizing the teacher supervision process and separating it from evaluation in this review of the literature. (DS)

The emphasis of this article is on athletic coaches and their supervision and evaluation as teachers. (DS)

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)

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)

Outlines how the principal can help the beginning teacher in six areas: achieving status with peers, gaining the principal's attention, becoming oriented, making a unique contribution to the school, growing personally and professionally, and associating socially with peers. (Author/JM)

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…