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Thomas, Gretchen – Thrust for Educational Leadership, 1980
An advisor can help teachers improve the quality of their work, select and adapt curriculum materials, and release and develop their potentials. (Author/JM)
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Instructional Improvement, Staff Development

Diamond, Stanley – NASSP Bulletin, 1980
Explains a supervisory method intended to be humanistic and clinical that holds promise even in situations where a minimal amount of supervision is possible. (Author/MLF)
Descriptors: Elementary Secondary Education, Supervisory Methods, Teacher Administrator Relationship, Teacher Effectiveness
Bergen, Timothy J., Jr. – Illinois Schools Journal, 1978
Discussed in this article are the theoretical advantages and possible limitations of two recent trends in teacher education--internships and microteaching. Topics considered include the values of internship, supervision and analysis, and the overemphasis on technique. (EB)
Descriptors: Apprenticeships, Higher Education, Microteaching, Opinions

Grantham, Tarek C.; Ford, Donna Y. – NASSP Bulletin, 1998
Although black students represent 16% of the student population nationally, they comprise only 8% of the student population in gifted programs. Principals can rectify this situation by focusing on teacher supervision and evaluation, staff development, and quality control. Teachers must be held accountable for providing quality learning experiences…
Descriptors: Black Students, Gifted, Instructional Leadership, Principals

Golden, Lester – NASSP Bulletin, 1997
In New York City, the assistant principal for supervision is responsible for staff development and improvement of student outcomes in specific subject areas. High schools have four to eight such positions. These administrators teach one to three classes daily, depending on department size. They train teachers, develop curricula and testing…
Descriptors: Administrator Role, Department Heads, Instructional Leadership, Principals

Collins, Ayse Bas – Leadership and Policy in Schools, 2002
Examines school-based teacher supervision and evaluation in a Turkish private secondary school with an enrollment of 1,800 students in grades 5 to 12. Develops a two-phase (formative and summative) teacher supervision and evaluation model called Achievement Based Continuous Assessment. (Contains 32 references.) (PKP)
Descriptors: Foreign Countries, Models, Private Schools, School Based Management

Gainey, Donald D. – NASSP Bulletin, 1990
To implement an effective evaluation and instructional supervision program, principals should hold high expectations for teachers, establish mutually agreed-upon performance criteria, improve teacher-administrator relations, conduct unbiased observation conferences, and establish a nonthreatening coaching atmosphere that encourages…
Descriptors: Educational Improvement, Elementary Secondary Education, Professional Development, Teacher Administrator Relationship

Gensante, Leo J.; Matgouranis, Elizabeth M. – Educational Leadership, 1989
Instead of focusing on narrowly defined, technical teaching models, reflective teaching embodies a broad, indepth understanding of what is happening in the classroom. This article describes a staff development model providing teachers with a research overview, training in data collection techniques, and lessons in nonjudgmental self-observation…
Descriptors: Data Collection, Elementary Secondary Education, Information Dissemination, Self Evaluation (Individuals)

Pigford, Aretha B. – NASSP Bulletin, 1989
The attempt to reduce teaching to discrete, observable behaviors is impractical. Checklists fail to capture the intangible qualities (sense of humor, enthusiasm, compassion) differentiating an effective teacher from an ineffective one. For skilled supervisors, the ultimate observation instrument is a blank sheet of paper accompanied by informed…
Descriptors: Classroom Observation Techniques, Elementary Secondary Education, Evaluation Criteria, Evaluation Problems

Mandeville, Garrett K.; Rivers, Janelle L. – Educational Leadership, 1989
Despite the growing popularity of Madeline Hunter's Program for Effective Teaching staff development model, there is little evidence that student achievement increases after such a program has been implemented. A recent study of South Carolina achievement test data corroborates this assertion. Coaching length and quality may be key factors in…
Descriptors: Academic Achievement, Elementary Secondary Education, Models, Program Implementation

Taylor, Larry K; And Others – Journal of Educational Research, 1988
The effects of training on the interpersonal skills of supervisors during interviews with teachers were studied. Focus was on skills in listening to teachers and collaborating with them in planning for instructional improvement. Findings raise questions about what is being defined by supervisors as instructional supervision in the schools. (JD)
Descriptors: Cooperative Planning, Elementary Secondary Education, Interpersonal Competence, Interviews

Holland, Patricia E. – Journal of Curriculum and Supervision, 1989
Reviewed is the literature on the supervisory conference over the 20 years since the advent of clinical supervision. First, the purpose and components of the conference are examined, followed by reflections on the underlying assumptions of the relationship between supervisor and teacher. Literature on the use of observation data in the conference…
Descriptors: Cooperating Teachers, Elementary Secondary Education, Evaluation Methods, Supervisory Methods
Benjamin, Susan H. – School Administrator, 1989
Principal and teacher readiness is a crucial prerequisite to successful supervision. Principals can achieve positive results by using a group approach to instructional improvement. Videotapes and other classroom data can help focus discussion and promote teacher growth and self-learning. (MLH)
Descriptors: Administrator Responsibility, Elementary Secondary Education, Instructional Improvement, Interpersonal Competence

Gibson, David G. – Educational Review, 1995
Case studies in four Scottish primary schools of beginning teachers identified crucial elements: induction program for transition from college to teaching; experienced teacher support; making explicit the roles and responsibilities of all; and regular, supportive, structured feedback. (SK)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Case Studies, Elementary School Teachers

Tracy, Saundra J. – Clearing House, 1995
Describes seven phases in the evolution of supervisory practice in the schools. Describes each historical phase in relation to its purpose (assisting or assessing), focus or emphases, the personnel typically involved, the skills needed to implement supervision, and the assumptions surrounding the process. (SR)
Descriptors: Educational History, Educational Research, Elementary Secondary Education, School Supervision