Argues in defense of preobservation conferences in teacher evaluations. They place teaching episodes in context and enhance the supervisor's supportive role. (MD)

Outlines a modern rationale for educational practice that links clinical supervision and knowledge generation to educators' professional orientation. Traces the roots of clinical supervision for teacher-scholars, explicates a professional knowledge base, examines reflection as a primary inquiry process, and provides scenarios for teaching and…

Focuses upon general improvement of classroom instruction, advocating a more personal and analytical supervisory approach. Advocates a change from the present supervisory practices of fear and distrust, in which power stifles creativity and innovative thought, to that of consultation and collaboration based on social management principles of…

Discusses the importance to the teacher evaluation process of classroom observation by the principal, teacher participation, and the establishment of mutual trust between teacher and administrator. (PGD)

A dean of education and a professor of educational administration discuss the role of the principal as instructional supervisor. (IRT)

Although conflicts based on role, purpose, personal relationships, values, and expectations are inherent in the supervisory process, everything that happens between teacher and principal has potential for promoting the teacher's personal and professional growth. (Author/IRT)

Because knowledge work occurs inside teachers' heads, it cannot be supervised directly. School improvement can become a permanent, ongoing organizational function by replacing traditional instructional supervision with a supervision-for-school-improvement function. The focus then shifts to examining a district's work processes, social…

Argues for the abolition of teacher supervision, drawing on research into teaching realities and complexities; research about teachers' feelings, attitudes, and experiences regarding supervision; and studies on the failure of supervision to effect any improvements in teaching once teachers have been tenured. Supervision as currently practiced will…

Contends that evaluation is determining whether a teacher is doing a good job and rating the teacher's performance, whereas supervision is determining what's happening in the classroom and perhaps giving a little advice. Steps to better evaluation include discarding checklists and annual formal evaluation, and providing opportunities for teacher…

Describes how an elementary principal dealt with her role of supervising and evaluating the teachers in her school. (JOW)

Denver's groundbreaking campaign to introduce performance-based pay for teachers captured national and international attention and has paved the way for similar efforts elsewhere. In this book, Phil Gonring, Paul Teske, and Brad Jupp--among the key players in this successful come-from-behind campaign--offer the inside story of the ProComp…

In this paper on the use of teachers as reflective users of peer clinical supervision, a research and literature review relating to the assumptions of clinical supervision, fostering reflective practice through clinical supervision, and the special potential of peer clinical supervision is presented. Then, a personal account of a beginning…

This position paper is designed to aid elementary school principals in the evaluation of instructional programs. Arguments are based on the premises that (1) evaluation should be unique for each teacher, (2) teachers should be actively involved in evaluation, (3) evaluation should be cooperative and supportive in nature, (4) the ultimate objective…

Teachers have a different attitude toward supervision when they have participated in a program of peer supervision. (Author)