Evaluation procedures should focus on improving instruction, should be realistic and practical, and should enhance the supervisor-teacher relationship. (Author)

Client-centered supervision is a personal participatory, and developmental approach, which finds its roots in the "third force" psychology of Carl Rogers. It requires a supervisor of sensitivity and humanistic orientation. Teacher evaluation criteria under this system focus on three areas: learning climate, program content, and…

Describes a program in the Vallejo City Unified School District (California) in which the principal, using classroom observation and teacher conferences, assumes the role of teacher of the staff. (Author/JM)

A brief description of a remediation and dismissal process that ensures due process for employees while encouraging principals to adhere to a strong code of professional and ethical conduct. (Author/MLF)

Considers perceptions of novice and experienced teachers towards models of supervision commonly used in public schools. Suggests using that form of supervision considered most effective by experienced teachers produces the greatest improvement in teaching. Generally, adopting supervisory models considered reliable and appropriate by teachers is…

Eighty student teachers described a "good" teaching day, reflecting beliefs about teaching as conflict control, goal accomplishment, or fostering student growth and learning. The data were used to identify teachers who should be trained to serve as cooperating/supervising teachers. (SK)

A teacher peer evaluation program that was implemented in Dade County, Florida, schools is described in this paper, with attention given to the extent of staff acceptance. Implemented under the school system's school-based management pilot program in 1987, the program trained experienced teachers to observe their peers' teaching behaviors using…

Two experiments were conducted with a total of 30 learning disabled third grade children to examine the effects of tutoring location and teacher supervision on the efficacy of cross-age tutoring for LD children. (Author/DB)

The research on supervision and school effectiveness suggests that principals acting as supervisors of instruction make a difference in teacher performance and pupil learning. This study investigated whether effective clinical supervision requires supervisors who practice certain strategies and procedures as they dialogue with supervisees, or…

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…

This book presents six alternative teacher evaluation approaches in six chapters. Each contributor was directed to respond to an identical stage-setting stimulus; then the chapter was immediately relayed to a public school practitioner who was asked to supply a "from-the-field" reaction. The reactions follow each chapter under the heading, "From…

This article examines first discusses the three components of clinical supervision: (1) the planning conference; (2) the six steps of observation; and (3) the meeting with the teacher to analyze and interpret data as well as to reach decisions about alternatives, changes, and resolutions for future efforts by the teacher. Four approaches involving…

The strategy of diagnostic supervision, and the diagnostic conference, are outlined in this paper. Diagnostic supervision involves the supervisor and teachers in a process of recognizing needs, stating problems, and agreeing on objectives for the teachers' instructional improvement. The diagnostic conference, one tool used within the process,…

By sharing their knowledge and experience, the cooperating teacher and college supervisor are expected to guide and evaluate the student teacher's performance. Of the three members of this group, the college supervisor has been most often criticized for not fulfilling his expected role. Considers the part teacher supervision plays in improving…

Discusses the following five methods, used by principals, to cope with teachers' educational mistakes: (1) deployment of other teachers as observers; (2) detente--using other teachers to help the troubled teacher; (3) determination that there is cause for dismissal; (4) evaluating and documenting the teachers as unsatisfactory; and (5) formal…