While supervision is recognized as a crucial aspect of organized education, it has received less attention than it deserves. This book treats educational supervision as a cooperative problem-solving process, rather than an aversive inspection for staff deficiencies. Part I describes benefits of the developmental approach. Part II focuses on the…

Building principals, school district personnel, and teacher educators in colleges and universities may be required to do teacher supervision as part of their duties. This textbook is designed to help professional educators become skilled in clinical supervision processes. The book is divided into five units. Unit I provides background necessary…

Analysis of the responses to telephone and personal interviews by 21 teacher supervisors from six school districts in Pennsylvania revealed three possible patterns of direct supervision of teachers. "Nominal" supervision consists of voicing compliance with statutory requirements for observation of teaching, a clear focus on identifying…

This document is geared towards new mathematics supervisors. It consists of a collection of ideas that mathematics supervisors have found successful in practice. The material is grouped under the following headings: (1) Relating with Others; (2) Building Leadership; (3) Making It Happen; and (4) Working Smarter Rather Than Harder. Supervisors are…

The eight papers in this volume are concerned with recent thinking and research in supervision with emphasis on the role of the supervisor as a change agent in schools. "Helping Teachers Change" by James B. Macdonald suggests supervisory dilemmas which pose philosophical and ethical questions. Two papers deal with the psychological mechanisms…

This paper discusses the supervisory use of one observational system -- Observation Schedule and Record, Form 5V (OScAR 5V). OScAR 5V refers to a series of observation schedules to develop techniques for obtaining an objective, quantitative record of observed classroom behavior that could be scored on dimensions of teacher behavior. Under this…

Mount Holyoke College's discussion-based Lenses on Learning seminars consist of 3 10-hour sessions that invite administrators to consider new ideas about mathematics, learning, and teaching and applications for their practice-supervising teachers, supporting their professional development, suggesting assessment approaches, addressing…

Through empirically identified variables that could assist in delineating the role of the supervisor within the school, the supervisor, in his exercise of influence and power, must rely more on the formal than the informal power structure. If the supervisor can modify his own role behavior to a "supportive style" of leadership, he can, to a…

Presents an edited version of the script of an oral presentation by three symposium participants (Noreen Garman, Carl Glickman, and Madeline Hunter) that highlights their conflicting conceptions of clinical supervision. Provides a commentary that puts the responses in philosophic perspective. (IW)

Suggests useful implications for supervisors offered by motivational theories, including the importance of serving as a source of reinforcement for teachers and the necessity of helping the teacher make appropriate instructional choices and gather evidence on the effectiveness of those choices. (Author/JM)

Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Passive, collaborative, and adversarial teacher conference roles were constructed in the conference process. Implications for supervision, educational leadership and reform, and teacher recruitment and placement are…

This publication is the product of a working group assigned the responsibility of examining the role and responsibilities of instructional supervisors. In addition to reviewing the 1977 report of another working group, the members of this group examined existing certification and preparatory programs for instructional supervisors; conducted rather…

Supervision in schools today requires a team approach. A professional supervisor will respect the professional status of the school staff and will encourage each member to perform leadership tasks. Educational leaders should keep informed in their field and endeavor to improve their supervisory methods. They should use current techniques to…

Surveys 154 French, German, and Spanish language program directors in American univerities, offering a doctorate in foreign language fields, to find the extent to which applied and educational linguistics figure in their educational background and research interests. (Author/LMO)