This article describes negative and positive aspects of the neo-traditional approach to teacher supervision, which is defined as supervision that focuses on characteristics of teaching as drawn from effective teaching research. (MT)

Suggestions on the role teachers, principals, and subject-matter consultants should play in the teacher evaluation process. (SP)

The Conference Category System (CCS) is a systematic and practical approach for supervisors to use in identifying and analyzing their behavior in conferences with teachers. (Author/MLF)

Generalizations are made about the different purposes and outcomes of supervisory conferences. Examples are provided. (Author/MLF)

A principal boasts that he spends two hours a day in classrooms. And it is true--he really does visit his school's 17 teachers daily, chatting with students and occasionally chiming in on a lesson. But when teachers are asked what kind of feedback they get, they say the principal rarely talks to them about what he sees when he strolls through…

An overview of the reasons for and basic elements of teacher evaluation programs, and a deeper look at one state's program in particular, are presented in this booklet. The first chapter discusses why teacher evaluations are useful, what processes for evaluation can be followed, how state and local policymakers can enhance the usefulness of…

The common assumption that teacher evaluation has a positive impact on the improvement of teaching is challenged. Critical challenges to the assumed contribution of teacher evaluation to learning originate from at least three areas of scholarly work: (1) revisionist/Marxist literature, which describes educational structures including teacher…

On the assumption that the fundamental purpose of teacher supervision is the improvement of the teaching/learning process, supervision is viewed as a tool which can improve instruction if it is based on cooperative mechanisms involving all of the interested parties. From a background of both empirical work and conceptual analysis, a framework is…

Describes a program that consists of a three-part cycle of activities, all of which involved the department chairmen working jointly with the principal on actual preobservation conferences as well as with actual classroom observations. (Author/MLF)

The techniques and methodologies of "management by objectives" is suggested to be of value in improving the nature and rate of application of clinical supervision and in improving inservice teacher training and evaluation. (MJB)

Presents a conceptual model for teacher supervision and staff development for both practitioners and researchers. Constructs can also be used to diagnose problems and plan appropriate strategies for professional improvement. The model offers researchers opportunities for analysis and hypothesis testing. Includes 16 references. (MLH)

As instructional leader, the principal sets the tone for quality classroom instruction. Through designing effective observation instruments, conducting planning conferences, recording objective classroom observations, and providing constructive feedback, the principal can ensure that this goal is met. Includes one reference. (MLH)

This article discusses the unique situation of foreign language teachers in public schools and the programs that prepare these teachers. It is argued that generic teacher education programs inadequately speak to the needs of future foreign-language teachers and that conventional inservice programs offer little. Recommendations are offered. (MT)

Presents a proposal for effective teacher supervision and evaluation that puts the responsibility for supervision on someone close to the teachers, while the responsibility for evaluation remains the principal's. Includes diagrams outlining supervision and evaluation procedures. (MD)