The monitoring process consists of determining a standard, gathering data, comparing that data to a known standard, determining whether the discrepancy is significant enough to warrant intervention, and taking corrective action. Contrary to common practice, monitoring is incomplete without specific corrective action being taken. (KS)

The 11 publications reviewed in this annotated bibliography discuss such aspects of clinical supervision as inservice application techniques in the clinical supervision of teachers, clinical supervision rationale, the microsupervisory experience's humanistic and clinical format, what principals should look for in classroom observations to help…

A systematic exploration of the nature of teacher evaluation is presented. After a critique of the widespread impositional (or "dominant") mode of teacher evaluation, two alternative forms of teacher evaluation, referred to as "educative," are proposed. These educative teacher evaluation approaches, "horizontal"…

While most instructional supervisors recognize the importance of mutual trust and collaboration in building effective interpersonal relations with teachers (involving high cooperation, mutually agreed upon goals, and demonstrated positive outcomes), supervisors' attempts to achieve these ends often prove frustrating. This paper examines factors…

Research on elementary teaching practices has provided a list of effective teacher behaviors. This list can be used as a menu from which administrators and teachers can select objectives that will serve the teachers as goals for improvement and the administrators as criteria for teacher evaluation. The behaviors listed in this paper have been…

In most instances teachers from open area, quasi-open area and traditional schools view the supervision or evaluation of their instructional activities in approximately the same way and with the same degree of emphasis. (EVH)

The appropriateness of the supervisory model used in consulting is considered. Consulting as an activity is a social relationship between the "consultant" (faculty staff) and the "consultee" (teacher). Often the consultant employs the same verbal strategies used by a teacher's supervisors. The difficulties this creates in the personal interaction…

The Student Teaching Department of Eastern Illinois University developed a survey instrument in 1972 to assess attitudes of public school cooperating personnel regarding supervision of student teachers. Survey data consisted of 755 responses from school principals, district administrators, area supervisors, and classroom teachers. Results…

The information in this paper aims at providing assistance to those supervisors who design accountability plans. The author (1) analyzes the frequently overlooked distinctions needed to be made in considering accountability plans; and (2) discusses the more recent tools for implementing teacher accountability. Some distinctions presented include…

A payment-by-results accountability scheme used in nineteenth-century England did great harm to the quality of public education. (JH)

A model for team planning, instruction, and evaluation is presented, utilizing peer observation and analysis of instructional effectiveness, with suggestions for reducing the anxiety of teachers being observed. (MJB)

The author advocates democratizing the teacher supervision process and separating it from evaluation in this review of the literature. (DS)

The emphasis of this article is on athletic coaches and their supervision and evaluation as teachers. (DS)

Teacher supervision is suffering from a legacy of being affiliated with an outmoded integration of science and technology. Dialectical supervision, which emphasizes empowering teachers with ways of knowing that involve continually confronting themselves and searching for more responsive and less dominant educative practices, is proposed as an…

Discusses the biases that can be built into preobservation conferences in teacher evaluations. Argues for the elimination of such conferences. Points out that skillful observation combined with analytical feedback in teacher evaluation increases teacher effectiveness. (MD)