Proposes client-centered supervision, with its attention to personality and attitudes, for art teachers. Describes the personal qualities and teaching skills needed by a client-centered supervisor. Lists some cognitive and affective components for art teacher evaluation. (SJL)

Teacher supervision and evaluation are fundamental responsibilities of the principal. Yet principals and teachers find their supervisory interactions to be difficult and unsatisfying experiences. This article explores the micropolitical context in which supervision and evaluation take place. Highlighting specific examples in New York City, the…

Most educators would agree that the real purpose of evaluation is to improve instruction. This paper presents findings of a study that identified teachers' attitudes toward the teacher evaluation process. Data were derived from a questionnaire administered to 50 public school teachers--35 elementary and 15 secondary. A chi-square analysis was used…

Various theoretical frameworks approach teacher change differently. If teacher candidate supervisors adopt one form of supervision without understanding the assumptions and implications of other models, they risk being too narrow. To help supervisors in their role, an explanation of how a supervisor might intervene from six different perspectives…

Tennessee has had a state-mandated system of teacher evaluation in place since 1984. This paper presents findings of a study that examined the effect of state-mandated teacher evaluations on: (1) teacher performance, and (2) the nature and amount of supervision provided to teachers. Data were derived from a survey of 58 teachers from 21 Tennessee…

Recently, an emphasis has been placed on the new paradigm of teacher reflection as an expression of what should be developed in teacher education programs. A discussion is presented on this term as it relates to the "teacher as a reflective decision-maker" model for clinical instruction and teacher evaluation occuring within such…

Strategies for principals in supervising marginal teachers are described. Procedures for handling three types of marginal teachers are addressed, which depend on the causes of teacher ineffectiveness. Causes include lack of training, personal problems, and poor attitude. Conclusions are that principal action is necessary to maintain school…

This paper proposes a new way of thinking about teacher supervision that takes into account the everyday experience of the teacher in the classroom. The paper suggests eliminating old habits of thought by using new language with new connotations--instead of "supervision," the new approach is called "professional development." Professional…

During a 1985 symposium in Chicago sponsored by the American Society for Curriculum Development, Noreen Garman, Carl Glickman, and Madeline Hunter discussed the question of whether clinical supervision should be used for formal evaluation and contract renewal. While Hunter's answer was a qualified "yes," Garman and Glickman both felt strongly that…

Classroom observation represents a vital link among the student, teacher, and principal. Teacher observation strategies include the following: (1) give every staff member the option of a preobservation conference; (2) include the assistant principals in the process; (3) spend a day observing a particular department; and (4) make the…

To assist school administrators, this handbook discusses types of supervision and evaluation and suggests ways to assess teacher performance. After a brief introductory section, the handbook's second section addresses five "fictions" about evaluation, including that evaluations must be "objective" and annual, require direct observation and…

The principal's role in the process of inducting student teachers is important. This paper functions as a guide to show principals how they can facilitate positive student teacher experience by working to minimize problems. Initially the principal should review district policy with the student teacher, introduce the student teacher to key…

This report discusses the development and implementation of a program for simultaneous use of three classroom observation systems which measure different dimensions of student behavior. The three observation systems are the Teacher Practices Observation Record, whose basis is the education of students in the process of reflective thinking; the…

The effectiveness of a system of supervision of classroom teaching, involving the videotaping of instruction and an objective evaluation instrument, was investigated using eight veteran English teachers. The system was designed to correct weaknesses in supervision, based on classroom observation, conferences, and reports on the observations and…