This guide addresses the roles and responsibilities of education coordinators in Head Start programs. The guide covers the key roles of the coordinator: (1) leading the education component; (2) planning, implementing, administering, and monitoring the educational services; (3) supervising staff; (4) training staff and parents; and (5) evaluating…

To assist school administrators, this handbook discusses types of supervision and evaluation and suggests ways to assess teacher performance. After a brief introductory section, the handbook's second section addresses five "fictions" about evaluation, including that evaluations must be "objective" and annual, require direct observation and…

Article examined the role of the elementary school principal and bid us to understand that this role is not isolated from social interaction. In fact, one must consider the principal's job complexities, its changing role, and an overall broad view of the educational system in the same picture. (RK)

Results-Oriented Supervision (R.O.S.) is a system for teacher supervision that focuses more on instructional improvement than on teacher evaluation. The supervisor and the teacher join together to formulate teaching objectives. After a period of implementation, a postconference is held to assess and restate or renew objectives. In the school…

This booklet suggests new methods to personalize supervision by giving teachers and supervisors more concrete techniques and information with which to develop their abilities. Examination of several teaching and supervisory studies provides insights into the supervisory role and teacher behavior. Four models for supervisory practice are suggested.…

Argues that a supervisor's perceptions of people, organizations, and his own role will determine whether new trends and tools will contribute to greater professional and personal growth for teachers. (JG)

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

The Clinical Supervision Program for Evaluation, implemented by the Department of Special Education in Quincy (Massachusetts) Public Schools, uses a management-by-objectives approach to measure teaching performance. Discussed are its historical development, philosophy, and procedural sequence. The roles of supervisors and examples of staff member…

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)

A study of 42 successful principals with diverse approaches reveals that success depends on connecting routine activities to an overarching vision of school aims. A heuristic model facilitates visualizing the principal's role, operational context, and goals. (TE)

Results of a questionnaire indicate that Queensland teachers vary in their reactions to inspectorial supervision. It was found that the inspectorial system has demeaned both teachers and inspectors. (Author)

Reviews Douglas McGregor's "Theory X" and "Theory Y" views of teacher supervision. Concludes that supervisors need to understand the personal belief systems of the teachers they are supervising. (FL)

Reports survey results from 162 teachers, 24 administrators, and 30 professionals on science supervisor roles in order that most fit their needs. Roles relate to concerns in instruction, curriculum, staff development, implementation, management, assessment, and assignment/transfer/load. Implications are briefly discussed. (JN)

Presents a theoretical construct of teacher supervision within the time constraints common to most principals. Offers suggestions for modifying the preconference, observation, postconference cycle of teacher evaluation to make it more efficient and effective. (FL)