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Download full textNgwenya, Victor C. – South African Journal of Education, 2020
The issue addressed in the study reported on here was the establishment of a clinical school-based model of supervision which was pragmatic and developmental-oriented for the professional development of teachers, a concept currently advocated by the supervisory corps. Since a mixed methods approach was used in the study, a closed-ended 3-point…
Descriptors: Teacher Supervision, Faculty Development, Models, Teacher Evaluation
Benigno, Stephen – Journal of Education and Learning, 2016
With an increased emphasis on instructional accountability with respect to instruction, assessment and curriculum development, administrators have been struggling to find a model of supervision that is clinical and collaborative and that will produce an accurate assessment of classroom instruction. According to Goe (2007), "In recent years,…
Descriptors: Teacher Supervision, Program Implementation, Best Practices, Clinical Supervision (of Teachers)
Direct linkO'Reilly, Frances L.; Matt, John; McCaw, William P. – NASSP Bulletin, 2014
The Supervisor's Interactive Model of Organizational Relationships (SIMOR) integrates two models addressed in the leadership literature and then highlights the importance of relationships. The Supervisor's Interactive Model of Organizational Relationships combines the modified Hersey and Blanchard model of situational leadership, the…
Descriptors: Supervisory Methods, Models, Organizational Culture, Leadership Styles
Crasborn, Frank; Hennissen, Paul; Brouwer, Niels; Korthagen, Fred; Bergen, Theo – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
In this study, a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID, is explored empirically. Data regarding five aspects of mentoring dialogues were collected, using a sample of 20 transcriptions of mentoring dialogues, in which 112 topics were discussed and 440 mentor teacher utterances emerged. Correlations…
Descriptors: Mentors, Teacher Role, Multivariate Analysis, Models
Ralph, Edwin George; Walker, Keith D. – McGill Journal of Education, 2010
The "Adaptive Mentorship[C]" ("AM") model is described and implications are raised for its wider implementation. The researchers derived the AM model from earlier contingency leadership approaches; and during the last two decades, they have further refined AM through application and research. They suggest the benefits and transferability of AM to…
Descriptors: Mentors, Program Effectiveness, Models, Program Descriptions
Kalule, Lawrence; Bouchamma, Yamina – Educational Assessment, Evaluation and Accountability, 2014
We examined teacher supervision practices (supervision models, phases, and professional development guidelines) of in-school supervisors (principals, vice principals, and study program directors) in Uganda, the supervisors' efficacy perceptions regarding teacher supervision, and supervisor characteristics associated with the choice of supervisory…
Descriptors: Teacher Supervision, Supervisors, Supervisor Qualifications, Educational Practices
Eberly, Jody L.; Joshi, Arti; Galen, Harlene – School-University Partnerships, 2009
Periodic reexamination of existing professional development school forms is good practice to ascertain whether goals are being met. Such an assessment was sparked by a request from a superintendent in a 14-year-old professional development school structure at a public college in the Northeast. This assessment revealed that although the…
Descriptors: Professional Development Schools, Public Colleges, Supervisory Methods, Educational Principles
Peer reviewedLerch, Robert D. – Clearing House, 1980
Presents a definition and examines arguments for and against the clinical supervision model for teacher improvement. (SJL)
Descriptors: Models, Supervisory Methods, Teacher Improvement, Teacher Supervision
Peer reviewedYoder, Walter H., Jr. – Kappa Delta Pi Record, 1980
The author reacts to the "Supervision-by-Objectives" model proposed by Arth and Wiles in the February 1978 issue of this magazine. (SJL)
Descriptors: Elementary Secondary Education, Models, Objectives, Supervisory Methods
Peer reviewedGlickman, Carl D. – Educational Leadership, 1980
Various approaches to supervision can be grouped into three models categorized as nondirective, collaborative, and directive. Supervisors should recognize stages of professional development and treat teachers as individuals. (Author/MLF)
Descriptors: Developmental Stages, Elementary Secondary Education, Models, Supervisory Methods
Peer reviewedGoldsberry, Lee – Action in Teacher Education, 1988
Differences among the purposes, reasons to observe, reasons to confer, and aims are delineated for the nominal, prescriptive, and reflective models of teacher supervision. Questions are raised regarding supervisory skills and subjects. (CB)
Descriptors: Elementary Secondary Education, Faculty Development, Models, Supervisory Methods
Michalak, Daniel A. – Florida Educational Research and Development Council Research Bulletin, 1969
This paper reviews the development of the supervisory conference from 1930 to the present and contrasts the objectives and procedures of traditional and emerging models of supervision. A general discussion of systematic observation instruments for use in supervisory conferences leads to detailed descriptions of and directions for using two…
Descriptors: Conferences, Guidelines, Interaction Process Analysis, Measurement Instruments
Peer reviewedJohnston, J. Howard; Holt, Larry C. – NASSP Bulletin, 1983
Describes a data-based, anxiety-reducing supervisory process. Several instruments are presented that can be used by teachers to gather information on their own performance. (MLF)
Descriptors: Anxiety, Intermediate Grades, Middle Schools, Models
Young, David B. – 1971
This paper focuses on using a systems approach to develop supervisory conference strategies to be tested in constructed and controlled teaching-supervisory situations. This involves identifying performance objectives through a functional analysis of teaching and analyzing the interacting and interdependent variables. It is then necessary to…
Descriptors: Conferences, Models, Supervisory Methods, Systems Analysis
Glatthorn, Allan A. – 1997
Differentiated supervision is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive. The differentiated model provides intensive development to nontenured teachers and to tenured teachers with serious problems. The rest of the faculty receive options for fostering their…
Descriptors: Elementary Secondary Education, Models, Personnel Policy, Professional Development
