For principals to help teachers improve the quality of their instructions, this author suggests that judgmental attitudes must be completely eradicated. In the place of evaluation, non-directive supervisory conferencing is suggested. This article describes the technique. (Editor)

Effective communication is the key to holding successful administrator-teacher conferences. To improve the communication process and make conferences more effective, administrators should recognize teacher strengths and capitalize on them. Includes 11 references. (Author/MD)

Discusses staff evaluation in terms of how much can be expected of a teacher according to his experience. (Editor)

Assisting teachers to identify their strengths and weaknesses is a continual challenge, remarks this principal, who with his staff confronted the situation by developing a self-evaluation instrument for his school. The author invites inquiries from readers about this project which he and his teachers feel has been successful. (Editor)

People differ. This is a fact educators must acknowledge in planning inservice activities for both teachers and administrators, the author points out. Only when we design inservice programs to best fit the individual will we be able to help people achieve professional growth. (Editor)

Illustrating the conflict surrounding teacher evaluation, two recent court cases are reviewed. The author draws three conclusions: follow rules closely in teacher termination proceedings, make sure evaluation requirements are met in incompetency terminations, and give teachers an opportunity for improvement. (MD)

Basic tips on techniques especially helpful to new teachers are listed. (MJL)

This evaluation model is an attempt to provide a workable formula for a typical school setting. The key ingredient is a climate of professionalism and mutual trust. (Editor/RK)

This article tells the story of how a university can develop an on-site inservice program for teachers that deals with day-to-day, real-life issues of teaching. Such a program benefits both the university and school participants. (Editor)

Techniques to improve teacher performance are shared. (MLF)

Reviews the strategies and flaws involved in schools of education providing "teacher warranties." Describes a more productive model for ensuring teacher quality through the development of a symbiotic relationship between professional educational training schools, their communities, and public schools. (MD)

Offers a supervision plan designed to help identify teaching deficiencies, assist in planning and managing improvement, and create situations promoting dialogue beween principals and teachers. The plan involves yearly goal setting, pre- and postobservation conferences, and an informal observation process. (MLH)

Examines concept and philosophy of andragogy (art and science of teaching adults) and ways that adults' self-image, experiences, and readiness to learn differentiate adult education from pedagogy. By creating an environment for adult learning and engaging school staff in mutual planning, design, implementation, and evaluation of professional…

Principals must create the infrastructure to support teacher-leadership roles. They can transform school leadership by creating opportunities for teachers to lead; building professional-learning communities; providing quality, results-driven professional development; and celebrating innovation and teacher expertise. Celebrating innovation and…

The effectiveness of substitute teaching is lower than student teachers and teacher aides, according to a recent study. The author says new attitudes and new approaches can turn substitute teaching into a creative, effective force in our schools. (Editor)