The literature presents a variety of approaches for a principal to take when evaluating how well teachers are passing on to students the learning constructs indicated in the program via the teaching process. Chester McNerney suggests evaluation of teacher knowledge, personal attributes, and social skills and interactions. J. Minor Gwynn advises…

TEACHER PERCEPTIONS OF SUPERVISOR-TEACHER INTERACTION WERE ANALYZED TO SUPPORT THE HYPOTHESIS THAT FOUR GROUPS, REPRESENTING DIFFERENT PERCEPTIONS OF SUPERVISORY BEHAVIOR, WOULD DIFFER WITH RESPECT TO TEACHER EVALUATIONS OF CONFERENCE PRODUCTIVITY, CONFERENCE LEARNING, AND THE COMMUNICATIVE ATMOSPHERE. THE 166 GRADUATE INSERVICE TEACHERS AT TEMPLE…

Elementary school principals in two cooperative educational service agencies in Wisconsin were asked to respond to 39 items concerning supervisory involvement of principals in the reading program. Four supervisory strategies were analyzed: directing and controlling, stimulating and initiating, analyzing and appraising, and designing and…

To assess teacher effectiveness, principals must shift attention from the teacher to the student. A focus on assignments is more likely to improve student achievement than observation checklists. (SI)

To help principals with the supervisory part of their job, this tipsheet offers advice from industry and education experts. From Maxine H. Bishop and Lester R. Bittle comes a definition of supervision that distinguishes conceptual skills from human relations-interpersonal skills and findings from an industry study that identify six common…

The purposes of the research reported in this paper are, first, to study the actions taken by school principals to facilitate a curriculum change in their schools and, second, to determine the relationship between those actions, the leadership style of the principal, and the extant situational variables. Data were collected by means of bimonthly…

Because leadership theories and recent research into principals' roles have only limited validity, practical utility, and comprehensiveness, this study undertakes a description of effective principals' behaviors and a coherent explanation of them. Long-term goals, factors affecting student learning, strategies for goal achievement, and structures…

Effective curriculum supervision is essential to a good middle school and curriculum program, and principals can do this job through preparation, curriculum review and development, taking advantage of supervisory opportunities, and curriculum evaluation. (DCS)

In 20 schools, surveys of teacher perceptions about management styles and student perceptions of teachers reveals a correlation between effective teaching and "consultative-centralized" management. Consequently, 10 "commandments" for good consultative management are provided. (TE)

This book presents a comprehensive case study of the professional life of a fictional school principal. Based entirely on case-study methodology, all the episodes discussed in the book depict actual events in everyday education leadership practice and represent a real-life education leadership experience through episodic progression. The case…

The purpose of this study was to determine whether there were significant differences in the mean attitudinal scores of 285 teachers who met proficiency or did not meet proficiency as they entered their postevaluative conference with principals. Proficiency was assessed by principals completing classroom visitations utilizing the Mississippi…

The relationship between supervisory behavior and staff burnout was tested in two schools for severely retarded children. In the lower burnout school, the principal spent less time in classroom observations, more time planning and coordinating activities, interacted more with her own superior, and discussed work-related problems more than…

A recent study indicates that the superintendent's personal involvement in principal supervision and evaluation, including frequent school visits, can be a key ingredient in school effectiveness. (MCG)

The role of the principal as the instructional leader is particularly important in special education because the principal's attitude toward special-education students, as well as his or her ability, or inability, to supervise their instruction, will ultimately determine the efficacy of the school's special-education services. Moreover, the…

Views instructional supervision as an activity in sense making rather than as classroom observation. Sense making focuses on encouraging the members of the school community to examine the meanings they give to their experiences and to consider how these meanings influence the way in which they carry out their work. (SM)