The supervisory process requires an active role and shared responsibility between the supervisor and the supervisee if a supervisory program is to produce learning, growth, and the revitalization of teacher attitudes, talents, and skills. (Author)

It was found that the Blumberg-Amidon instrument, which was administered to 31 randomly selected in-service teachers, grades K-12, is a two-factor or two-scale measure (Relationships, Productivity) which may also be interpreted as a one-scale measure (Productive Relationships), each with a high degree of reliability. (Author/NQ)

The Collaborative Instructional Improvement process is a communication facilitating process that enables a supervisor and a colleague to identify problems, delineate action strategies and responsibilities, specify time constraints, and establish an evaluation design. (Author)

In New York City, the assistant principal for supervision is responsible for staff development and improvement of student outcomes in specific subject areas. High schools have four to eight such positions. These administrators teach one to three classes daily, depending on department size. They train teachers, develop curricula and testing…

While most instructional supervisors recognize the importance of mutual trust and collaboration in building effective interpersonal relations with teachers (involving high cooperation, mutually agreed upon goals, and demonstrated positive outcomes), supervisors' attempts to achieve these ends often prove frustrating. This paper examines factors…

THE HARVARD-LEXINGTON 1963 SUMMER PROGRAM FOR TRAINING EDUCATIONAL SUPERVISORS WAS ANALYZED IN AN ATTEMPT TO CREATE A NATURAL HISTORY OF SUPERVISION AND TEACHING AND TO DISCOVER PROBLEMS OF SUPERVISION AND SUPERVISORY EDUCATION. TAPE RECORDINGS, BASED ON SUBSTANTIVE AND PROBLEMATIC RICHNESS, WERE MADE OF ALL SESSIONS IN WHICH SUPERVISION WAS BEING…

The information in this paper aims at providing assistance to those supervisors who design accountability plans. The author (1) analyzes the frequently overlooked distinctions needed to be made in considering accountability plans; and (2) discusses the more recent tools for implementing teacher accountability. Some distinctions presented include…

The author advocates democratizing the teacher supervision process and separating it from evaluation in this review of the literature. (DS)

The emphasis of this article is on athletic coaches and their supervision and evaluation as teachers. (DS)

Using Cogan's multi-phased Cycle of Supervision, the project focused on teacher behavior as it affects classroom climate and used supervisor and teacher evaluations as tools for inservice education. Preferred and actual teacher behavior were recorded on a modified Tuckman Teacher Feedback Form. The formative process identified areas for teacher…

This study revealed that supervisors' actual duties are not those described in the literature. In fact, supervisors maintain day-to-day operation of the school system, serve as a center of communication (mostly direct verbal contact), and participate in other highly fragmented activities. (Author/JM)

An existential model, which views the teacher supervisor interaction as an end in itself, is described. Supervision using this model will be much more meaningful to the teacher. (CJ)

Whereas much research attention has been given to the induction stage of beginning schoolteachers worldwide, there is a limited knowledge base on the experiences of new kindergarten teachers at this stage, despite the different work tasks and contexts of both groups of teachers. Based on semi-structured interviews with 15 Israeli kindergarten…