Supervisors must provide guidance services for agricultural education teachers. (GB)

Educational leadership entails developing teacher behaviors that support student learning. This article outlines ways of achieving this goal through positive reinforcement. (Author/WD)

Relying on his experience as an urban principal, the author relates several vignettes to illustrate the importance of a smoothly working school team of administrators, teachers, and counselors. (Author/JM)

Outlines how the principal can help the beginning teacher in six areas: achieving status with peers, gaining the principal's attention, becoming oriented, making a unique contribution to the school, growing personally and professionally, and associating socially with peers. (Author/JM)

A study of three schools practicing shared governance indicates that supervision and teacher empowerment are compatible concepts. The keys to success are patience and administrators' philosophical commitment to shared decision-making. Includes three references. (MLH)

Problems encountered in mainstreaming are described in this paper, with a focus on ways to avert them. Mainstreaming refers to the placement of selected special needs students in the regular classroom. Negative teacher attitudes toward mainstreaming present a major obstacle. Because teachers have a significant effect on program effectiveness, the…

Principals' supervisory and evaluation practices are assessed in this study. Mailed questionnaires to all K-12 principals in a county within the Detroit metropolitan area yielded an overall 94 percent response rate. Principals were asked for numbers of total faculty, faculty observed, minutes of observation, types of data used to make judgments,…

This project demonstrates a collaborative process designed to address the continuing preparation of principals who have primary responsibility for supervising and evaluating teachers, and the preparation of cooperating teachers as more effective supervisors of student teachers. The project focuses on one major question: What is the role of…

This review of research on instructional improvement and teacher evaluation considers the complex issues affecting the K-8 principal's ability to enhance educational quality through effective supervision of the instructional process. According to several studies, teachers found formal evaluations far less valuable than direct assistance and…

This paper quotes liberally from writings on teacher supervision as it traces the history of attitudes toward the relationship between teachers and their supervisors from the middle 1800's to the present. The paper begins with the "Annual Report of the Superintendent of Common Schools of the State of New York" (1845), which reveals the simpler…

To what extent can school principals provide effective educational leadership? Research shows that, contrary to textbook images, principals react to their circumstances instead of controlling them and that they spend most of their time on administrative, not instructional, matters. Further entrenching principals in their administrative role is the…

Seeking to clarify the purpose of teacher evaluation, the author advances a strategy in which improvement of instruction is the primary goal of evaluation. The paper divides the activities and strategies involved in evaluation into three broad categories: observation, judgment, and assignment of value. It recommends a process in which only those…

This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)

Drawing on literature concerning department chairs' role as either administrators (line personnel) or teachers (staff personnel), this essay concludes that both roles are important and that well-developed human relations skills and managerial skills are equally necessary. (MJL)

Explores key components of the teacher professional growth process and examines how "significant others" can contribute to the components discussed. Presents a structure for a collaborative approach to supervision and staff development. (FL)