A model for team planning, instruction, and evaluation is presented, utilizing peer observation and analysis of instructional effectiveness, with suggestions for reducing the anxiety of teachers being observed. (MJB)

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)

Compares the bases of power of principals with those of supervisors in other organizational settings. For the most part, the bases are the same. Teachers prefer principals to exert legitimate and expert power. (IRT)

Principals and teachers have different perceptions of how principals actually impact the instructional behavior of teachers. Described are the differing perceptions. Several ways in which principals can more effectively influence teachers' instructional behaviors are suggested. (SI)

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…

Mentoring programs for beginning teachers are designed to retain good teachers by providing them with psychological support and instructional assistance and introducing them to the cultures of the school and the district. Being a mentor also figures prominently in veteran teachers' professional development. An examination of the literature reveals…

This study investigated the expectations that Turkish primary school teachers had regarding classroom supervision by primary education supervisors, focusing on differences by teachers' gender, job experience, level of education, and frequency of supervision. A questionnaire was administered to 501 elementary school teachers (155 male, 334 female,…

A study examined how new teachers become socialized into their profession and how this socialization process affects their attitudes toward professional autonomy. A pretest-posttest correlation design was used to investigate the effects of both organizational evaluators' attitudes and prevailing school-staff climate on teacher attitudes toward…

Lewin's field theory was used as the basis of an investigation into the influence of the supervisor in education. The focus of the study was the relationship between teacher perceptions of four kinds of supervisory styles and selected teacher attitudes. Preservice teachers were asked to classify their supervisor's behavioral style. Teacher…

Indicates 549 elementary/secondary teachers from four rural Pennsylvania districts perceived supervision to be helpful when teachers understood supervision was intended to assist in teaching improvement, teachers/supervisors jointly identified instructional changes, supervisors focused teacher attention on teaching, supervisors understood…

Reflects on George Henry's essay, noting that its content is substantial and provocative, its erudition is expansive, and its tone is impassioned. (HOD)

In the Australian state of Victoria, control of academic curriculum has shifted from the bureaucrats to locally based teacher networks and statewide associations which limit subject scope and teaching styles. However, curriculum has not changed significantly, indicating that institutional reforms do not necessarily result in radical alterations of…

Studied the perceptions of 36 cooperating teachers taking a course in supervision aimed at supervising student teachers. These cooperating teachers seemed to favor a trial-and-error approach or a developmental model of the supervision of a practicum for preservice teachers, in contrast to the reflective approach usually favored by university…