Superlative performance ratings for the vast majority of teachers may indicate a problem, not a solution, to the quest for educational excellence. This article suggests ways to discourage overrating teachers and playing "pass the turkey." Successful teacher evaluation involves a team approach and a shift in principals' priorities. (MLH)

Clinical supervision should not be construed as "delivery of services" to targeted audiences of teachers deemed inexperienced, inefficient, or incompetent. Supervision should instead empower and emancipate teachers by creating conditions under which they can examine classroom actions in terms of the historical, social, and cultural…

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

The advantages of "script taking" for use as a supervisory skill are presented. It is an easy and efficient alternative to expensive electronic taping in observing teacher performance. (MD)

Using videotapes as part of inservice programs can give teachers an objective, unbiased picture of what happens in their classrooms; permit teachers to judge improvement through pre- and post-videotaping; and involve teachers automatically when they are videotaped because they learn by doing as well as by seeing themselves in action. In addition,…

Teachers acknowledge the need for supervision and evaluation in the schools, and they want to take part in developing or selecting evaluation instruments so they will be familiar with the criteria against which they are to be judged. (Author/IRT)

The role of the administrator as an evaluator of instruction is examined in this paper. Included are a definition of terms and discussions of the historical development and purposes of instructional evaluation. Evaluation methods such as observation, clinical supervision, evaluation instruments, self-evaluation, and student achievement scores are…

These authors, in defining the purposes of teacher evaluation, describe an approach to supervision that they believe works. Under this model, the teacher becomes an active participant in his assessment. (Editor)

In many cases the only solution to dealing with unsuccessful teachers is to encourage them to go into some other profession. However, it is also the obligation of principals to make certain the beginning teachers get all the assistance that can be provided them to avoid the pitfalls and difficulties that the challenge of the classroom presents.…

The first section of this summary report is directed to an examination of the nature of the functions of inspection in the six countries examined--Algeria, Nigeria, Pakistan, Peru, Venezuela, and Zambia--and consideration of the content of effective monitoring of and advising on the work of teachers and schools. Conditions that make it possible…

Research indicates that four-minute videotape segments may provide the best, most practical diagnostic tool available to supervisors in both preservice and inservice programs. (Author/MLF)

Describes a process of supervision that the author used successfully when he was a principal. (Author/MLF)

Offers and explains four visual models of deployment of instructional supervisors within the hierarchy of school districts. (SRT)

Criticizes Madeline Hunter's programs that train administrators in teacher evaluation. Asserts that Hunter allows trainers to misuse her work and that she rejects the central tenet of clinical supervision. (MD)