Examined are eight barriers that prevent Schon's views on reflective supervision from having a significant effect on practitioners. These eight barriers are interrelated; changing one without changing the others will have little effect. If supervisory practice is ever to embrace the notion of reflective supervision, deeply held beliefs about…

Explored is the opportunity supervision provides for educators to remake their image of themselves and of their professional practice through reflection. Focused upon is the relationship between supervisors and teachers, reflective time and space, vehicles for creative reflection, and the creation of self-confidence. (SI)

This descriptive study provides a snapshot of teacher evaluation policies across a demographically diverse sample of districts in the Midwest Region. It aims to lay the groundwork for further research and inform conversations about current policies at the local, district, and state levels. Specifically, this study examines district evaluation…

This document reports on a study to determine differential attitudes of experienced and inexperienced teachers toward supervision and evaluation. The basic hypothesis was that experienced teachers would have significantly different attitudes toward the concepts of supervision and evaluation than would inexperienced interns. A sample of 100…

The aims of this symposium are to examine and discuss critically the findings of a major survey of practices in instructional supervision. Data from over 1,000 teachers and their supervisors in central Pennsylvania were compiled, and findings are reported in four sections. The first section is an introduction focusing on the theoretical…

Designed to promote equitable and fair student teacher practicum supervision and evaluation, contextual supervision (CS) can be used by both college and school-based supervisors. This approach is supported by current reforms in teacher education, contemporary supervisory models, and validation in actual practice. (IAH)

Supervision, in the opinion of the author, can be singularly important in the improvement of teaching and learning. In this article, he identifies three dilemmas facing supervision, which must be confronted before improvements can be made. (Editor)

In this 2-year study, the assumptions and methods of role theory were employed to guide the description and analysis of instructional leadership among secondary school principals. This paper reports selected findings from the first year's work--a focused ethnographic study of instructional leadership patterns in five secondary schools--based on…

This proposal is predicated on the assumption that in order to improve instruction, formative assistance must be conceptually separated from summative evaluation. Teacher improvement requires the involvement of other teachers, department chairs, students, parents, and administrators, whereas summative evaluation is separate from the growth process…

Designed as an analytic, exploratory inquiry into the manner in which preservice elementary school teachers make sense of their early science teaching performances, this study focused on how teachers exhibited a capacity for understanding pedagogy. Specifically, it concentrated on the reflective process as it occurred in the context of clinical…

This compilation of abstracts reflects documents that concern supervisory and administrative theory, skills, and methods, including models, procedural steps, research reports, and bibliographic information. Based on document resumes in issues of RIE through July 1973, the following information is presented for each document: personal or…

The clinical supervision cycle is divided into various segments (preobservation cycle, observation, postobservation analysis, postobservation conference, postobservation conference analysis), and the research needs for each of these stages is detailed. The need for evaluating the cycle in terms of student outcomes is stressed. (MJB)

The processes of staff development, instructional supervision, and teacher evaluation complement and support each other. The connections between and among them are discussed. Recommendations for implementing an integrated system of instructional improvement are made. (Author/MT)

Summarizes the National Council of Teachers of English Task Force assessment of four issues regarding teacher competency: (1) who defines competency; (2) the nature of teacher competency tests; (3) the impact of current tests on minority teachers; and (4) the quality and standards of the teaching profession. Includes a bibliography of materials…

This article reviews recent research on successful evaluation, highlights differences between supervision and evaluation, and discusses alternative philosophies regarding supervision, teaching, and change. Suggestions are presented for staff developers to use in helping a school district to clarify what it believes and to select programs congruent…