Twelve samples of teachers' contradictory expectations that create a no-win situation for supervisors. (Author/MLF)

By building in due process procedures and substantive review, a school system provides the opportunity for the teacher, the supervisor, and the administrator to work together to improve the instructional environment. (Author/IRT)

Three types of off-campus instructional arrangements are described with varying amounts of faculty supervision. Under each type, several suggestions are discussed to help departments minimize the chances of litigation arising in connection with the programs. (JMF)

A dean of education and a professor of educational administration discuss the role of the principal as instructional supervisor. (IRT)

Although conflicts based on role, purpose, personal relationships, values, and expectations are inherent in the supervisory process, everything that happens between teacher and principal has potential for promoting the teacher's personal and professional growth. (Author/IRT)

Responses from 172 of 244 Iowa secondary agriculture teachers indicated that one-fifth were not observed by supervisors during an academic year; more than half had no preobservation conference and one-third no postobservation conference. Supervision variables did not predict job satisfaction or persistence. Collaborative supervision contributed to…

Because knowledge work occurs inside teachers' heads, it cannot be supervised directly. School improvement can become a permanent, ongoing organizational function by replacing traditional instructional supervision with a supervision-for-school-improvement function. The focus then shifts to examining a district's work processes, social…

Conceptual analysis, using three major arguments, of the relationships among the organizational structure of schools, leadership styles, and the supervision of teaching practices. One argument, for example, is that situational and transformational approaches to supervision are influential forms of professional development. Constructs arguments…

Theoretically, schools led by principals providing structure, resources, consideration, useful influence, and professional support in an even-handed, noncontrolling manner should be work places that elicit teacher commitment. This hypothesis was tested using a sample of 72 New Jersey secondary schools. Close control blunts teacher commitment.…

Despite a profusion of recent "Journal of Curriculum and Supervision" articles discussing clinical supervision and reflective practice, no article has grounded these subjects in the observable events--classroom action and conference interaction--common to the clinical supervision approach. This paper presents a case study showing a…

Describes adult learning theory and advocates incorporating the concepts of adult learning theory into a model of educational supervision. (SR)

Discusses how the tension and anxiety generated in the supervisory process undermines the potential of teacher supervision as a mutually beneficial and enriching experience. Reviews current supervisory approaches that attempt to redress this imbalance and outlines some problems with these approaches. Explores a collaborative model that tries to…

Argues for the abolition of teacher supervision, drawing on research into teaching realities and complexities; research about teachers' feelings, attitudes, and experiences regarding supervision; and studies on the failure of supervision to effect any improvements in teaching once teachers have been tenured. Supervision as currently practiced will…

Using transcriptions of audio- and videotaped conferences from local schools and individual settings, this article examines the claim that face-threatening acts committed during supervisor-teacher interactions, particularly the postobservation instructional conference, determine the politeness levels of both supervisor and teacher. The case study…

Contends that evaluation is determining whether a teacher is doing a good job and rating the teacher's performance, whereas supervision is determining what's happening in the classroom and perhaps giving a little advice. Steps to better evaluation include discarding checklists and annual formal evaluation, and providing opportunities for teacher…