This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and…

Offers and explains four visual models of deployment of instructional supervisors within the hierarchy of school districts. (SRT)

Described is the development of the Paraprofessional Educator Manager (PEM) Model and the role of the PEM in early childhood education. Various studies are first cited to show that individuals other than trained teachers can stimulate the intellectual development of preschool children. The PEM model is thought to provide for the greatest…

Argues that instructional supervisors must play an active role in translating community-generated goals and processes into effective educational programs. (JG)

Argues the importance of improving teacher evaluation and educational accountability, and outlines a suggested model for effective teacher supervision and evaluation. (JG)

Describes the salient attributes of adult cognitive functioning and supervisory styles and integrates them within the systems of developmental and clinical supervision to create an individualized professional development plan. (FL)

After examining clinical supervision and its evolution, the author presents a model of supportive supervision in which supervisor and teacher collaborate to assess and maximize student performance. The focus is on student attitudes, behaviors, and learning outcomes rather than on evaluation or criticism of the teacher. (WD)

Improvement of teaching performance can be accomplished within the teacher evaluation process if the approach is positive and nonthreatening, with considerable emphasis on peer- and self-evaluation. (Author/SJL)

Based on a theoretical paper on effective supervision (reproduced here), this study attempted to investigate superintendents' definitions of, knowledge of, assumptions about, and perceived effects of the supervisory structures and organization they have established in their school districts. Semistructured interviews of six superintendents in…

Report of a study of a model that describes how supervision works in schools to influence teacher efficacy and commitment. Results indicate that the data fit the conceptual model well and that supervision has a profound impact on teachers' commitment and efficacy levels. (Contains 3 figures, 2 tables, and 60 footnotes.) (AUTHOR)

This annotated bibliography was prepared to serve as background material for the paper "Instructional Leadership: A Composite Working Model" by James R. Weber. Although not all the materials compiled in this bibliography propose discrete models of instructional leadership, the selections represent the range of issues, tasks, and…

This document reviews the attributes of instructional effectiveness and supervisory practices in special education and examines the extent to which these attributes and practices are used as criterion measures for supervising instruction. The document prescribes and recommends exemplary practices that supervisors in special education ought to…

As part of an ongoing three-year investigation into the effects of declining enrollment and reduction in force (RIF) on teachers, this paper explores: (1) teacher acceptance of exclusive administrative control over performance evaluations, and (2) teacher preferences for colleague input into the evaluation process. A sample of 85 schools was drawn…

This speech discusses problems that principals face in trying to implement effective school strategies, describes ongoing research in instructional management, and identifies school improvement strategies used by particularly effective principals. The first section addresses practical problems in finding the appropriate balance between high…