This position paper is designed to aid elementary school principals in the evaluation of instructional programs. Arguments are based on the premises that (1) evaluation should be unique for each teacher, (2) teachers should be actively involved in evaluation, (3) evaluation should be cooperative and supportive in nature, (4) the ultimate objective…

This document seeks to enable student teachers to deal more effectively with their cooperating teachers. The student teaching situation can be a time of stress for the student because of the abrupt change to near-professional status, the experience of being closely supervised by another person in foreign territory, and the knowledge that his…

This review of 12 survey research studies on teacher supervision completed between 1941 and 1969 attempts to identify and interpret critical factors in supervisory performance, while also suggesting specific components of these factors. The research findings reported indicate at least three required areas of competence for effective supervisory…

Teachers have a different attitude toward supervision when they have participated in a program of peer supervision. (Author)

Proposes a clinical approach to supervision that would involve teams of supervisors made up of persons from the central office and from individual schools. Members of the team should become more comfortable and skillful in working closely with teachers in instructional matters. (Author/IRT)

Thirty-six assumptions are presented in this examination of clinical observation as a structure, i.e., as a systematic array of tasks for persons in defined positions with the intent of achieving instructional purposes. (MJB)

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)

Based on the assumption that the process of supervising counselors-in-training is analogous to supervising student teachers, the research on each is reviewed. Research on counselor training is found to be more cohesive and coherent, and a collaborative research agenda, combining both areas of research, is recommended. (TJH)

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…

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)

Many current problems in teacher supervision arise from epistemological errors. Research-based models wrongly assume that supervision is a deterministic process. Therefore, the theoretical perspective should be rejected in favor of a practical one, which would emphasize "reflection-in-action" directed toward specific real problems. (MCG)

Experimental group trainees who used well-defined observation systems to collect teacher/pupil data for feedback to peers maintained a higher level of pupil accuracy during direct instruction, maintained a brisker presentation and correct rate, and tended to prompt correct responses less often than the control group. (Author)

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