Lists 10 teacher evaluation guidelines culled from 10 years of "Bulletin" articles. (MD)

A description of a system for analysing supervisor-teacher interaction as developed by Arthur Blumberg of the Educational Administration Department at Syracuse University. (JA)

To accomplish this the article advocates more care in placing student teachers, and in training and selecting their supervisors, and in thrusting'' a student into a classroom experience. (JA)

This article studies an actual supervisory conference between an assistant department head and a teacher on the department staff. It compares methods of analysis and of interpretation of the interaction between the supervisor and the teacher. (Author/JA)

Direct supervision of teachers for agricultural programs in Ohio is moving from the State to the local level. The primary function of the local supervisor is to improve the instruction in programs for high school and adult students in the Vocational Education Planning District. Other duties vary according to local policies. (AG)

Suggestions include: (1) key role of supervisor in field experience, (2) a need for depth of knowledge in areas of teaching certification, (3) faculty cooperative participation in preparation of future teachers, and (4) intern programs. (MU)

A review of Clinical Supervision: Special Methods for the Supervision of Teachers (Holt, Rinehart, and Winston, 1969) by Robert Goldhammer. (CK)

Reviews data concerning time management and instructional supervision and suggests means for more effective management of supervision time. (FL)

This series of articles discusses beginning vocational agriculture teachers and the challenges they must meet, the rewards they are offered, and the adjustments they must make. Also stresses the need for experienced vocational agriculture teachers to aid and abet their rookie colleagues. (JOW)

To help teachers solve their problems, supervisors must first deal with problems inherent in the helping relationship. (Author)

Various approaches to supervision can be grouped into three models categorized as nondirective, collaborative, and directive. Supervisors should recognize stages of professional development and treat teachers as individuals. (Author/MLF)

The findings of this study support the practice of goal-oriented supervision and do not isolate any differential effects of direct and indirect supervisory styles. (Author)