Professional Development Schools provide many different opportunities for the supervision of pre-service teacher. One of these options is the Shared Supervision of student teachers in which the university faculty member and the supervising classroom teacher now work together to complete observations, provide feedback, and complete summative…

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…

Suggestions for improving teacher assessment of student performance are presented in this paper, with attention to ways in which superintendents can help. Suggested activities include pre- and post-observation conferences, a review of the teacher's plan book, and development of a professional growth plan. Because teachers as a group often lack…

Findings of a study that examined facilitator leadership in three teacher collegial groups (TCGs) and the effect of school organization on facilitator leadership behaviors are presented in this paper. The teacher work redesign program was implemented in a rural Georgian school district to enhance teacher independence and empowerment. Methodology…

This textbook, intended for graduate students in introductory educational supervision courses, draws on the research on effective schools, teacher and adult development, and supervisory practice, as well as on direct practical experience, to provide information that supervisors can use to help their schools be more successful. The term…

To many people, the term "clinical supervision" now means the Hunter Model, which involves monitoring of teachers' classroom behavior for usage of Hunter's essential elements of instruction, feedback of these results, reinforcement of desired practice, and a prescription for remediation of teachers' performance. In contrast, the…

Instructional supervisors identified two problems in their field: (1) finding time to gather the many resources available these days; and (2) providing appropriate and useful supervision to teachers who span a spectrum of needs, experiences, and circumstances. To address these concerns, the 1985-86 Curriculum and Instruction Committee set out to…

The first section of this paper briefly reviews current practices in instructional supervision, focusing on assumptions underlying many teacher supervision programs and pointing out some dilemmas involved in implementing such programs at the local district level. The second section reviews the essential features and conditions of several…

Using the constructs of Rogers, Ellis, and Barrett-Lennard, a twenty-five item Likert-type instrument, the Non-Directive Supervisory Behavior Scale, was developed to measure directive vs. non-directive supervisory behavior. One hundred ninety-five in-service teachers, randomly selected from two school districts, completed the twenty-five item…

Describes the clinical supervision approach to teacher supervision and evaluation, and discusses the strengths of the approach. (JG)

First-year teachers frequently find themselves in anxiety-laden situations. Probably because line and staff policy has not been made clear. To overcome this problem an effective program of teacher supervision must be planned. Three key factors for such a program are discussed. (Author/RK)

Characterizes public school principals' perceptions of effective clinical-supervisory behavior and contrasts these with prior research findings. A Q-sort completed by 65 Quebec principals supplied data on three aspects of supervisors' behavior. (MCG)

In 20 schools, surveys of teacher perceptions about management styles and student perceptions of teachers reveals a correlation between effective teaching and "consultative-centralized" management. Consequently, 10 "commandments" for good consultative management are provided. (TE)

How you can improve a poor program without shaping up a promising teacher. (Editor)

Goal setting is an essential part of an effective supervisory model. Suggestions are offered that have been effective in improving goal-setting activities in a variety of school settings. (Author/MLF)