Reviews data concerning time management and instructional supervision and suggests means for more effective management of supervision time. (FL)

This book focuses on the human side of relationships between supervisors and teachers to understand their interactions better. Chapter 1 presents an overview of the book and chapters 2-4 frame the interactive problems that confront supervision and highlight the conflict between the overall goals of supervision and what seems to occur. Chapters 5-8…

Discusses the importance to the teacher evaluation process of classroom observation by the principal, teacher participation, and the establishment of mutual trust between teacher and administrator. (PGD)

By building in due process procedures and substantive review, a school system provides the opportunity for the teacher, the supervisor, and the administrator to work together to improve the instructional environment. (Author/IRT)

A dean of education and a professor of educational administration discuss the role of the principal as instructional supervisor. (IRT)

Although conflicts based on role, purpose, personal relationships, values, and expectations are inherent in the supervisory process, everything that happens between teacher and principal has potential for promoting the teacher's personal and professional growth. (Author/IRT)

Because knowledge work occurs inside teachers' heads, it cannot be supervised directly. School improvement can become a permanent, ongoing organizational function by replacing traditional instructional supervision with a supervision-for-school-improvement function. The focus then shifts to examining a district's work processes, social…

Describes how an elementary principal dealt with her role of supervising and evaluating the teachers in her school. (JOW)

The supervisory conference presents an opportunity to stimulate growth and to improve performance despite the threat, in some cases, to self-esteem and job security. This document identifies the conflicting but challenging purposes of supervisory conferences and presents suggestions for setting up the supervisory conference through a…

Teachers acknowledge the need for supervision and evaluation in the schools, and they want to take part in developing or selecting evaluation instruments so they will be familiar with the criteria against which they are to be judged. (Author/IRT)

The role of the administrator as an evaluator of instruction is examined in this paper. Included are a definition of terms and discussions of the historical development and purposes of instructional evaluation. Evaluation methods such as observation, clinical supervision, evaluation instruments, self-evaluation, and student achievement scores are…

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

Offers tips that can help teacher supervisors grow and develop even when faced with financial restrictions. (FL)

Suggestions on the role teachers, principals, and subject-matter consultants should play in the teacher evaluation process. (SP)

The proposed Instructional Technologist Model is based on a closed loop feedback system allowing for continuous monitoring of teachers by expert instructional technologists. Principals are thereby released for instructional evaluation and general educational management. (MJL)