Underscoring the need for improved supervision and evaluation policies as a means of increasing public confidence in the quality of education in Massachusetts public schools, this yearbook presents six articles describing supervision and evaluation innovations. Specific topics include a summary of recommendations compiled by the Study Committee in…

This study investigated teachers' perceived job satisfaction in relation to their work and the supervision they received from the principal. Surveys were collected from 682 teachers from 41 central Texas school districts. The instrument used to evaluate teacher perception of job satisfaction and supervision was the Job Descriptive Index (JDI). The…

THE NEED FOR CONTINUING EDUCATION OF THE ELEMENTARY SCHOOL PRINCIPAL IS EMPHASIZED, ESPECIALLY AS IT RELATES TO SOCIAL PROBLEMS (POPULATION EXPLOSION, URBANIZATION, RESOURCE DISTRIBUTION, IMBALANCE, AND POPULATION MOBILITY) WHOSE EVENTUAL SOLUTIONS DEPEND UPON EDUCATION. PARTICULAR AREAS OF EDUCATIONAL CHANGE REQUIRING INSERVICE EDUCATION OF…

This paper on the supervision and evaluation of teachers as professional personnel begins by delineating the characteristics and expectations of professionals, and then explains how they are socialized into their roles, the reasons why they should be supervised, the blocks and hindrances to supervision and evaluation, and how the blocks may be…

The major part of this report consists of a summary of the replies to a questionnaire administered to 1,270 elementary school assistant principals, with relatively few interpretations and conclusions. The final chapter raises questions about the status of assistant principals and suggests some possible future developments. Topics covered include…

Supervisory roles perceived by teachers as the most influential in affecting their behavior with respect to the content, processes, or outcomes of their teaching were those of principal; "other teachers"; program consultant; inspector; assistant or vice-principal; area, district, or regional superintendent; and resource teacher. This…

Discusses the following five methods, used by principals, to cope with teachers' educational mistakes: (1) deployment of other teachers as observers; (2) detente--using other teachers to help the troubled teacher; (3) determination that there is cause for dismissal; (4) evaluating and documenting the teachers as unsatisfactory; and (5) formal…

It is unrealistic to expect principals to be both good managers and effective instructional leaders. The latter role is best filled from within the ranks of teachers. (Author/LHW)

Argues that effective supervision requires the ability to acquire skills in a variety of areas, to select those appropriate to a task, and to use them in concert. Discusses a number of skills necessary for good supervision. (FL)

Provides a list of suggestions administrators might pass on to beginning teachers to help them survive the first year. Suggestions concern the following areas: (1) classroom management, (2) classroom discipline, (3) instruction, and (4) professional concerns. (FL)

Suggests techniques and methods to be used by professional supervisors to develop people in subordinate working positions. Four major social and organizational trends are discussed which have implications for career development and personal growth, and emphasis is put on behavioral modeling by a supervisor as positive reinforcement for employees.…

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

The principal can make a fundamental difference in the performance of a school by involving staff members in school improvement planning, specific teacher and program development, and careful assessment. (Author)

Reviews research on the principal's role as instructional manager. Considers four factors: instructional organization, including time, class size and arrangement, and grouping; school climate; the principal's exercise of authority, power, and influence; and the nonschool context, such as personal and district characteristics and the external…

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)