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…

Aware that what works in one school may not work at all in another, the writer describes how the system of goal-setting conferences worked for him and his teachers as a supervisory technique. (Editor)

Public and official support is currently directed at education, making this the time to respond to the call to action. This article makes some suggestions to help the school administrator address the challenges of educational reform. (DCS)

Some basic premises for guiding teacher evaluation in programs that are both flexible and structured. (Author/MLF)

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

Three key features of the discipline program contribute to its effectiveness: the clear statement of a philosophy of discipline in the student handbook; the presence of visible authority figures in the building; and the consistent application of school rules and suitable punishments. (PGD)

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)

The process of personnel analysis is one of the few viable vehicles in the educational environment that can lead to the improvement of instruction and professional growth, the authors contend. Such analysis must, however, be implemented in a non-threatening manner. (Editor)

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)

Before engaging in supervisory conferences with teachers following lesson observations, administrators should plan strategically by considering the psychological context of the conference and by reviewing carefully the data on the teacher's performance. (PGD)

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)