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

The author reacts to the "Supervision-by-Objectives" model proposed by Arth and Wiles in the February 1978 issue of this magazine. (SJL)

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…

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…

Needed is a shift from more traditional, technical, scientific, management-based teacher supervision to methods that allow teachers to gain a greater understanding of the teaching process per se, such as clinical supervision. However, greater attention needs to be given to the philosophy and rationale of clinical supervision. (Author/DCS)

Describes a training program designed to make teacher supervision more effective. (FL)

The theory and practice of supervision developed during a period in which the legitimization of any enterprise was most effectively sought through appeals to science and scientific methods for problem-solving. The failure of scientific discipline to develop conclusively effective theories in many social fields, including supervision, suggests that…

The process of teacher supervision is treated in detail in this paper, as it affects both the supervisor and the teacher. In the first section, the domain and assumptions of the supervision process are defined. Next, a format for providing individual supervisory assistance to improve classroom effectiveness is described. In the last section, five…

Successful supervisors share a characteristic of "authenticity," rather than a particular pattern of behavior. From a background of Gestalt psychology, four steps are offered to help supervisors become aware of their own needs and feelings and recognize the "shoulds" that prevent real contact with others. (MLF)

The supervisory process requires an active role and shared responsibility between the supervisor and the supervisee if a supervisory program is to produce learning, growth, and the revitalization of teacher attitudes, talents, and skills. (Author)

Businesses are finding that positive reinforcement is a useful tool in management and supervision. However, there are few reports of the systematic use of positive reinforcement by educational administrators and supervisors. (Author/MLF)

The author argues that inherent in supervision is professional development, which can be divided into the related tasks of staff development, informal observations, rating, and individual development. (CH)

Explores and examines the theoretical roots of supervisory practice with regard to field experiences in teacher education. Contends that most approaches to supervision are rooted in paradigms reflecting the perspectives of positivism, phenomenology, and critical theory. (MLF)

The field of instructional supervision in schools has a history of being misunderstood and devalued, having been beset by problems of definition and purpose. This paper examines the history of supervision and its ties with educational administration, and describes implications for supervision and administration. There is a history of tension…

The supervisory challenge of the decade will be preventing teacher burnout. Suggestions are offered that administrators can use as part of the supervisory process to stimulate teachers to embark on a program of personal growth. (Author/MLF)