In recent years, there has been an increasing focus on professional learning structures for teaching and finding ways to embed this learning into the daily work of teachers. This is premised on the understanding that one-shot professional development yields little transfer or change of practice to ultimately impact student learning. But how has…

As many states and districts rethink teacher supervision and evaluation, the team at the Measures of Effective Teaching (MET) Project, funded by the Bill and Melinda Gates Foundation, has analyzed thousands of lesson videotapes and studied the shortcomings of current practices. The tentative conclusion: Teachers should be evaluated on three…

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…

Collective bargaining between teachers and educational administrators has frequently had negative effects on the climate of school supervision and administration, but this need not always be the case. Before collective bargaining, teachers as a group were powerless over their pay and working conditions. Now many teachers feel that collective…

This paper identifies the factors that can make a building principal an effective instructional leader, as seen from the superintendent's perspective. According to the author, the effective instructional leader helps those in the educational community define instructional goals and objectives, works to develop effectiveness in teaching, builds a…

This article takes issue with recent proposals to eliminate teaching experience as a requirement for principal certification. A principal relies on teaching experience in five areas: (1) employing teachers; (2) supervising instruction; (3) leading and managing teachers; (4) understanding and working with students; and (5) conferring with parents.…

Counsels new superintendents to assess staff strengths and deficiencies before devising a plan that uses everyone's talents (even those of "turkey" principals) to fullest advantage. Strong communication and supervisory skills and firm administrative policies are essential to target weak performers and determine when transfers or dismissals might…

Examines the role of the school principal in promoting the professional development of teachers under conditions of mutual visibility while fulfilling regular school responsibilities. Argues for the professional development of principals so they can become more effective adult educators. (Author/MK)

Principals are expected to be instructional leaders but generally lack the time and training to assume such a role. Several theories and research studies suggest alternative views of the principal's role in providing instructional leadership. Ethnographic studies of principals show that principals spend little time on evaluation, instruction, and…

To guarantee an efficient educational system, effective evaluation and supervision of teacher performance are necessary. However, the evaluation of teacher performance presents two major problems: first, no clear definition or measure of effective teaching exists, and second, evaluation is perceived to have conflicting purposes, either as a…

Highlights of this look at a Cleveland principal include his technique for involving staff directly with students, his role in impressive test score increases, and his passion for art collecting. (KS)

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

Attempts to clarify the relationship of curriculum, instruction, and supervision roles for administrators confronted by pressing managerial, community, and fiscal responsibilities. All three components are necessary and should have equal weight in the decision-making process. Nineteen references are included. (MLH)

Outlines five areas--salaries, discipline, class size, student/teacher match, and professionalism--in which a "revolution" must take place if the educational reform movement is to be successful. (MD)

Comments on the conditions under which substitute teachers work and outlines steps that teachers and principals can take to improve those conditions. Orientation programs, feedback, and increased pay are among the improvements that can be made. (IRT)