The strategy of diagnostic supervision, and the diagnostic conference, are outlined in this paper. Diagnostic supervision involves the supervisor and teachers in a process of recognizing needs, stating problems, and agreeing on objectives for the teachers' instructional improvement. The diagnostic conference, one tool used within the process,…

After noting that the principles of clinical supervision and management by objectives (MBO) may at first appear to be contradictory, the author briefly describes a system attempting to adapt and combine components of these two movements in a practical supervisory system in a secondary school. He first explains the supervisory process in general…

This paper describes attempts to evaluate whether teachers who had participated in a staff development program could apply what they had learned in a controlled, specific situation significantly better than teachers who had not had the training. The program under evaluation provided training in peer supervision and evaluation. Test results…

This paper on the supervision and evaluation of teachers as professional personnel begins by delineating the characteristics and expectations of professionals, and then explains how they are socialized into their roles, the reasons why they should be supervised, the blocks and hindrances to supervision and evaluation, and how the blocks may be…

Discusses the following five methods, used by principals, to cope with teachers' educational mistakes: (1) deployment of other teachers as observers; (2) detente--using other teachers to help the troubled teacher; (3) determination that there is cause for dismissal; (4) evaluating and documenting the teachers as unsatisfactory; and (5) formal…

A junior high school principal describes how a small lap-top computer to record teacher and student classroom behavior assists in giving teachers an objective record and analysis. After independently analyzing the transcript, teacher and principal discuss recommendations during a postobservation conference. (CJH)

Addresses fairness in teacher evaluation by describing a process that includes clear definitions of competencies and ratings, communication of expectations, verbal and written feedback, teacher input, and a summary of observations over a period of time. Suggests adaptation of examples of a special education evaluation form and standards…

A classroom observation checklist for evaluating secondary schools reading instruction is presented. (MJL)

Creating a system for successfully supervising and evaluating the entire teaching staff of a school district is a daunting task. An effective system-wide program can only be achieved if the administrators, teachers and the teachers' association understand and attend to the educational, legal, public relations (political), and social-emotional…

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

After examining clinical supervision and its evolution, the author presents a model of supportive supervision in which supervisor and teacher collaborate to assess and maximize student performance. The focus is on student attitudes, behaviors, and learning outcomes rather than on evaluation or criticism of the teacher. (WD)

Findings from a study of 16 school districts reveal that teachers are less satisfied than administrators with school districts' efforts to improve instruction in the areas of curriculum development, clinical supervision, staff development, and teacher evaluation. (Author/MLF)

Presented is a short excerpt from an article that summarizes some of Schon's key ideas concerning reflection-in-practice. Four categories of ideas are described: (1) frame analysis; (2) repertoire-building research; (3) research on methods of inquiry and theories; and (4) research on the process of reflection-in-practice. (SI)

Examines the transition from hierarchical to collegial teacher-administrator relationships in a central New York school district. The district's new supervision model requires teachers to assume responsibility for their individual professional growth and administrators to help teachers become self-directed and self-evaluating. Discusses…

The consequences of poorly planned or random professional development for teachers in the early to mid career cycle are serious. Without input from knowledgeable mentors or supervisors, these teachers can flail about professionally. Without the benefit of individualized staff development plans, they may perpetuate ineffective teaching practices or…