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)

An attempt to define the goals of teacher supervision discusses five premises of supervision that must shift if the goals are to include encouraging teachers to be reflective, thoughtful, and empowered. (Author/CB)

Describes a strategy for improving classroom teacher effectiveness by improving supervision of teachers. Outlines a nine-point theory of supervision, provides 17 principles of learning from teaching, and presents a vignette illustrating these principles in operation. (LP)

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)

Describes a supervisory technique (the "O Cycle") based on observing and critiquing teachers, and a way that a small group of principals can create its own in-service program to acquire the skills required to use the technique. (IRT)

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)

The author presents a process of developing individual observation designs, with the primary objectives of (l) initiating continual self-reflection upon teaching experiences using individual perceptions of what is important; and (2) establishing an open system of articulation and interaction between observing in classrooms and establishing for…

QUESTIONNAIRE RESPONSES FROM 37 JUNIOR COLLEGES WERE USED AS A BASIS FOR ANALYZING CURRENT PRACTICES IN SUPERVISON OF INSTRUCTION AND FOR DEVELOPING A PROPOSED PROGRAM FOR SUCH SUPERVISION. WHILE DIFFERENCES IN DEGREE OF SUPERVISION WERE FOUND, THERE WERE FEW SIGNIFICANT DIFFERENCES AMONG INSTITUTIONS WITH RESPECT TO MATERIALS USED IN SUPERVISION,…

This paper reviews the development of the supervisory conference from 1930 to the present and contrasts the objectives and procedures of traditional and emerging models of supervision. A general discussion of systematic observation instruments for use in supervisory conferences leads to detailed descriptions of and directions for using two…

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)

Teachers' ratings of the effectiveness of supervisors are strongly influenced by supervisors' interpersonal skills, according to a study of 143 science supervisors and 258 teachers. (Author)

Generalizations are made about the different purposes and outcomes of supervisory conferences. Examples are provided. (Author/MLF)

The Effective Supervision Guide (ESG), which organizes data generated during monitoring sessions in student teaching, is based on clear goal setting and feedback and provides student teachers and supervisors the opportunity to identify problem behaviors, prioritize the problem behaviors according to the degree of importance in terms of effective…

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…