Presents a definition and examines arguments for and against the clinical supervision model for teacher improvement. (SJL)

Article presented a model designed to facilitate teacher self-improvement and followed it through the research, development and implementation stages. (Author/RK)

Offers a clinical supervision model that provides a means by which reading teachers and supervisors can analyze and improve classroom reading instruction. (FL)

Differences among the purposes, reasons to observe, reasons to confer, and aims are delineated for the nominal, prescriptive, and reflective models of teacher supervision. Questions are raised regarding supervisory skills and subjects. (CB)

The Empathic Rational Action (ERA) model is presented as an introductory training program for clinical supervisors. This system, said the authors, requires supervisory action as process rationale, to include objective data collection. (Editor/RK)

Describes a data-based, anxiety-reducing supervisory process. Several instruments are presented that can be used by teachers to gather information on their own performance. (MLF)

Describes an alternate approach to the technical/rational methods of teacher supervision. Proposes a naturalistic supervisory practice and lists the assumptions on which it is based. (RK)

Offers a tri-modal conceptualization of appraisal/supervision, discussing: (1) appraisal/supervision as a rational five-phase process mediated by the environment within which it occurs; (2) the integrative setting needed for effective supervision and appraisal; and (3) operationalizing the process through a series of activities involving an…

The evaluation of teachers to see whether they meet state competency standards or should be considered for merit pay is usually limited to making sure they achieve a minimum level of performance and does not involve determining how their performance can be improved if they exhibit higher levels of competence. In Georgia's Fulton County, Mountain…

Describes a four-stage process that supervisors can use to help teachers compare "what they preach" with "what they practice" through use of videotape equipment. (JG)

A growing body of research and literature describes a move to collaborative supervision of teaching. Is this process-based model reflected in supervisory practices adopted by supervisors when they work with marginal teachers--those whose teaching verges on the unacceptable? This study explored teachers' support for administrative practices…

The four papers which comprise this booklet on supervision are entitled a) Human Resources Supervision; b) The Case for Staff Development; c) The Advisory System and Supervision; and d) Beyond Accountability. The introduction presents previous views of supervision and discusses implications of recent teacher entrenchment. The first paper contrasts…

The thirteen chapters of this book deal with the varied facets of supervision and give perspective on its history, organizational framework, strategies, models, and future prospects. Part 1 provides a brief historic sketch of supervision in the United States and then moves directly to the issue of evaluating and understanding teaching. The three…

Reviews practices related to professional growth and development from teacher training programs, business, and higher education and proposes a model applicable for the professional growth and development of teachers. (FL)

Improvement of teaching performance can be accomplished within the teacher evaluation process if the approach is positive and nonthreatening, with considerable emphasis on peer- and self-evaluation. (Author/SJL)