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)

Theoretical and practical perspectives, absolute and bounded rationality, the nature of reality, and the subject-object problem are discussed to point out the blind spots in the scientific-technical view of teacher supervision and evaluation. Multiple perspectives of knowledge development and use are needed to build an expansive science of…

Discusses the role of the reading specialist acting as a clinical supervisor of reading teachers. Provides a format for conferences between specialist and classroom teacher. (AEA)

An effective teacher evaluation program geared toward instructional improvement is described. It includes frequent interaction between administrators and teachers and is participatory, diagnostic, and cooperative. (MD)

Author, a private school headmaster, describes his goal-oriented" method of supervising experienced teachers. (SP)

Presented is a transcript of a Supervisor-Teacher Conference together with an annotation indicating supervisory stress on an item and its subsequent effect on teaching. (RY)

The proposed Instructional Technologist Model is based on a closed loop feedback system allowing for continuous monitoring of teachers by expert instructional technologists. Principals are thereby released for instructional evaluation and general educational management. (MJL)

Traces the history of teacher assessment and of research on classroom interactions. Lists key elements in an assessment program. Discusses the need for trained assessors, teacher cooperation, and reevaluation. (WD)

Examines school-based teacher supervision and evaluation in a Turkish private secondary school with an enrollment of 1,800 students in grades 5 to 12. Develops a two-phase (formative and summative) teacher supervision and evaluation model called Achievement Based Continuous Assessment. (Contains 32 references.) (PKP)

To implement an effective evaluation and instructional supervision program, principals should hold high expectations for teachers, establish mutually agreed-upon performance criteria, improve teacher-administrator relations, conduct unbiased observation conferences, and establish a nonthreatening coaching atmosphere that encourages…