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Krey, Robert D.; And Others – Contemporary Education, 1977
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)
Descriptors: Content Analysis, Fundamental Concepts, Instructional Improvement, Systems Approach
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Goldsberry, Lee – Action in Teacher Education, 1988
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)
Descriptors: Elementary Secondary Education, Faculty Development, Models, Supervisory Methods
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Glickman, Carl D. – Action in Teacher Education, 1988
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)
Descriptors: Faculty Development, Interprofessional Relationship, Professional Autonomy, Supervisory Methods
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Kagan, Dona M. – Review of Educational Research, 1988
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)
Descriptors: Counselor Training, Educational Research, Literature Reviews, Student Teacher Supervisors
Langlois, Donald E.; Colarusso, Mary Rita – Executive Educator, 1988
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)
Descriptors: Administrator Responsibility, Elementary Secondary Education, Job Performance, Principals
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Smyth, W. John – Journal of Curriculum and Supervision, 1986
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…
Descriptors: Critical Thinking, Elementary Secondary Education, Performance, Power Structure
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Vermette, Paul J. – Social Science Record, 1986
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)
Descriptors: Elementary Secondary Education, Experiential Learning, Supervisors, Supervisory Methods
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Sergiovanni, Thomas J. – Journal of Curriculum and Supervision, 1985
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)
Descriptors: Administrator Attitudes, Elementary Secondary Education, Epistemology, School Supervision
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Englert, Carol Sue; Sugai, George – Teacher Education and Special Education, 1983
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)
Descriptors: Disabilities, Observation, Peer Relationship, Preservice Teacher Education
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MacNaughton, Robert H.; And Others – NASSP Bulletin, 1984
Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)
Descriptors: Competence, Elementary Secondary Education, Models, Teacher Administrator Relationship
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Smyth, W. John – Curriculum Inquiry, 1984
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)
Descriptors: Instruction, Professional Autonomy, Supervisory Methods, Teacher Administrator Relationship
Soltis, Jonas F. – Phi Delta Kappan, 1985
Outlines a fictitious but ideal school in which staff work cooperatively and are encouraged to develop their talents. (MD)
Descriptors: Cooperation, Mentors, Secondary Education, Staff Development
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Hunter, Madeline – Educational Leadership, 1983
The advantages of "script taking" for use as a supervisory skill are presented. It is an easy and efficient alternative to expensive electronic taping in observing teacher performance. (MD)
Descriptors: Administrators, Classroom Observation Techniques, Elementary Secondary Education, Teacher Evaluation
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Tracy, Saundra J. – Clearing House, 1984
Discusses various approaches to the supervision of instruction and counseling, noting the assumptions made in each and the expectations held by each for both the supervisor and the supervised. (FL)
Descriptors: Counseling Techniques, Elementary Secondary Education, Supervisors, Teacher Education
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Biberstine, Richard D. – Teacher Educator, 1976
Discusses the role of the college supervisor in the student teacher segment of teacher education programs and stresses the need for and importance of the position and the necessity to make it more professional. (MB)
Descriptors: Preservice Teacher Education, Student Teacher Supervisors, Student Teaching, Teacher Education
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