This book presents and describes practical guidelines for educational supervision. These guidelines include: a) supervision of the instructional program is a priority for supervisors, b) good management procedures create time for supervision, c) supervision should be based on the best models, d) know the curriculum and the materials and the…

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…

Madeline Hunter replies to the criticism in the previous article. She feels that the current teacher decision-making model is effective. (MD)

Lists 10 teacher evaluation guidelines culled from 10 years of "Bulletin" articles. (MD)

Despite the importance of improving instruction through the supervision of teachers, building-level vocational school administrators may be ill-prepared for this role and avoid it. Those who are responsible for providing education for vocational school administrators have done little to address strategies for ensuring teacher effectiveness.…

Interviewed 42 elementary teachers at different stages of professional development. Found that almost all go through a stage of disillusionment with their profession and that teacher disillusionment must be treated differently depending on the stage of professional maturity. Proper supervision based on these stages could advance professional…

In November of 1978 the Canadian Education Association held its first national French-language seminar for teachers, principals, school board administrators, and representatives of departments/ministries of education. The theme of the seminar was "Supervision of Teaching: Should it be Viewed as a Relationship of Help or Control?" This…

A study was conducted to evaluate certain formats for providing feedback of student opinion during teacher training. A class of 69 interns were randomly assigned to five treatment groups and one of their classes was chosen to be used in the experiment. In Febraury each class in three of the groups was given the Bryan Student Opinion Questionnaire…

Simply presenting information that displays clearly any discrepancy between a teacher's ideal and actual classroom performance does not, in itself, promise constructive change. This is true in part because teachers confronted with such discrepancies often experience anxiety. Teachers who wish to change often find it difficult to behave differently…

Presents guidelines for teacher observation and evaluation. (Author/MLF)

Offers a supervision plan designed to help identify teaching deficiencies, assist in planning and managing improvement, and create situations promoting dialogue beween principals and teachers. The plan involves yearly goal setting, pre- and postobservation conferences, and an informal observation process. (MLH)