Those who supervise teachers are in an excellent position to influence the learning experiences of many youngsters, believes this educator. Supervisors who give thoughtful and constructive guidance can improve the school for students and teachers alike. (Editor)

The processes of staff development, instructional supervision, and teacher evaluation complement and support each other. The connections between and among them are discussed. Recommendations for implementing an integrated system of instructional improvement are made. (Author/MT)

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

This article describes a new supervision model conceived to help a school system redesign its anatomy (structures), physiology (flow of information and webs of relationships), and psychology (beliefs and values). The new paradigm (Knowledge Work Supervision) was constructed by reviewing the practices of several interrelated areas: sociotechnical…

Thirty-six assumptions are presented in this examination of clinical observation as a structure, i.e., as a systematic array of tasks for persons in defined positions with the intent of achieving instructional purposes. (MJB)

Author cautioned that there are limits to clinical supervision and provided the reader with a list of and rationale for these limits. (Editor/RK)

Describes a training program designed to make teacher supervision more effective. (FL)

The Dimensions of Learning supervision model is based on five premises: positive attitudes and perceptions about learning; ways to acquire and integrate knowledge; knowledge extension and refinement; meaningful knowledge usage; and productive habits of mind. Supervision should involve teaching, reflection, proactive use of linguistic skills,…

Clinical supervision stresses face-to-face encounters with individual teachers about a specific teaching/learning situation. The process incorporates the use of specific objective data forming the basis for collaborating and aimed at instructional improvement. The five stages are preobservation conference, classroom observation, data and strategy…

QUESTIONNAIRE RESPONSES FROM 37 JUNIOR COLLEGES WERE USED AS A BASIS FOR ANALYZING CURRENT PRACTICES IN SUPERVISON OF INSTRUCTION AND FOR DEVELOPING A PROPOSED PROGRAM FOR SUCH SUPERVISION. WHILE DIFFERENCES IN DEGREE OF SUPERVISION WERE FOUND, THERE WERE FEW SIGNIFICANT DIFFERENCES AMONG INSTITUTIONS WITH RESPECT TO MATERIALS USED IN SUPERVISION,…

The author, a recognized competent theorist, presented ideas toward a theory of clinical supervision in which he discussed the role of theory and its relation to practice. He also examined whether clinical supervision emphasis should be idea or process. (Editor/RK)

This handbook provides specific guidelines to supervisory activity which relate directly to the classroom work of teachers and youngsters. Chapters concern the principal and his involvement in curriculum psychological principles of learning as a guide to supervisory activity, sociological principles of education as a guide to supervisory activity,…

The techniques and methodologies of "management by objectives" is suggested to be of value in improving the nature and rate of application of clinical supervision and in improving inservice teacher training and evaluation. (MJB)

Describes the purposes and duties of the Assistant Principal for Instruction (API), a support staff position in every school in the Charlotte-Mecklenburg School System. Outlines the typical day of an API, who acts as an adviser to teachers on matters of curriculum and instructional excellence. Considers ways of improving the teacher-API…

An effective teacher evaluation program geared toward instructional improvement is described. It includes frequent interaction between administrators and teachers and is participatory, diagnostic, and cooperative. (MD)