The research examined school leaders' opinions, attitudes, and performative actions toward teacher absenteeism. Existing research has primarily focused on interventions implemented by the Teachers' Service Commission to curb teacher absenteeism, and yet since leaders are the main agents and their actions are context bound, their actual actions and…

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…

This study explored Wyoming school leaders' perceptions about the traits of incompetent teachers, strategies used to work with incompetent teachers, and the barriers to their dismissal. Most importantly, this study differentiated how principals and superintendents viewed incompetency issues. Some major findings include school leaders' beliefs that…

Teacher collaboration is an essential element of substantive school change for which principals have responsibility for cultivating. As such, it is becoming increasingly important for school leaders to employ models of supervision that focus on the performance and improvement of collective teacher behavior. In this article, the authors present a…

To get beyond prescriptive supervision, principals should consider physicians' behaviors. Effective principals respect teachers' autonomy, encourage the expression of feelings, educate teachers in self-monitoring skills, value second opinions, use research wisely, gather thorough data, provide follow-up contact, reinforce teachers' efforts and…

Discusses three problems in the usual approach to teacher evaluation--the failure to illuminate the differences in evaluation practices at different educational levels, the limited usefulness of the typical evaluation form, and the propensity to view supervision and evaluation as one process. Suggestions for improvement are offered. (WD)

Those who supervise teachers are in an excellent position to influence the learning experiences of many youngsters, believes this educator. Supervisors who give thoughtful and constructive guidance can improve the school for students and teachers alike. (Editor)

Provides a nonthreatening and collegial supervision model for teachers who do not see themselves as being able to profit from instructional improvement statements. Includes a diagram and six references. (Author/MD)

Lists 10 teacher evaluation guidelines culled from 10 years of "Bulletin" articles. (MD)

Traditional supervision paradigms, based on changing teachers' behavior, are ineffective. The Knowledge Work Supervision model helps align supervisory processes with a school system's purposes, goals, and outcomes. A special supervisory paradigm that shifts focus from individual behavior to an organization's work processes and social systems is…

To overcome the difficulties imposed by the prescribed question format, a topically arranged guide in the form of a wheel is recommended for conducting preobservation teacher conferences with teachers. The circular arrangement allows adjustment of the topic sequence to meet the teacher's needs and intentions. This nonlinear and nonthreatening…

Curriculum mapping, a procedure for reconstructing what has been taught, should not replace teachers' daily lesson plans. For instructional supervision purposes, however, systematically reviewing teachers' curriculum maps might replace monitoring of lesson plans. The procedure can help departments of education ascertain whether basic skill…

Presents guidelines for teacher observation and evaluation. (Author/MLF)

There is a natural link between clinical supervision and its current interest in effective teaching. Describes how the process affects practice in schools today. Lists Morris Cogan's eight phases of supervision and Madeline Hunter's seven steps in the development of an effective teaching lesson. Includes five references. (Author/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)