Lists some reasons why supervisors are often among the first personnel to be cut in a budget crunch, then lists six abilities essential for the survival of supervisors in education's changing climate. (JM)

Summarizes the "Theory Z" characteristics of supervisors whereby they serve as coordinators rather than as buffers or information blocks. (MLF)

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)

In this interview, Madeline Hunter discusses her teaching model, supervision, merit pay, career ladders, her career, and other subjects. (DCS)

Successful supervisors share a characteristic of "authenticity," rather than a particular pattern of behavior. From a background of Gestalt psychology, four steps are offered to help supervisors become aware of their own needs and feelings and recognize the "shoulds" that prevent real contact with others. (MLF)

By collaborating with local school districts, Pacific University in Forest Grove, Oregon, provides its education students with expanded opportunities. (Author/TE)

The Jefferson School District in Daly City, California, uses a systematic procedure for selecting and pairing master teachers and novices. (Author/TE)

Idea man par excellence, Lee Shulman has long set directions for research on teaching. After founding and directing the Institute for Research on Teaching at Michigan State University, Shulman, now at Stanford, continues his far-reaching investigations into the interplay of content and pedagogy and into assessments of teaching that faithfully…

To improve instruction, a cadre of assisting professionals, trained in clinical supervision techniques and philosophy, must be developed in each school system to work with teachers as colleagues in a nonevaluative, supportive role. (Author/MLF)

By enhancing the cognitive abilities of teachers, supervision can help them make better instructional decisions in planning (the preactive stage), teaching (the interactive stage), analyzing and evaluating (the reflective stage), and applying (the projective stage). Seven charts and a 33-item reference list are provided. (DCS)

Evaluation procedures should focus on improving instruction, should be realistic and practical, and should enhance the supervisor-teacher relationship. (Author)

The principal can make a fundamental difference in the performance of a school by involving staff members in school improvement planning, specific teacher and program development, and careful assessment. (Author)

The adversarial positions fostered by the "win-lose" atmosphere of negotiations can carry into other aspects of the work environment and hamper the problem solving that teachers and supervisors must do together. (Author)

Draws parallels between a supervisor helping troubled teachers and a teacher helping troubled students, using a fictionalized example. Recommends that supervisors use both professional methods and personal relationships to help teachers become more effective. (MCG)

Comparison of videotapes of inexperienced and established junior high school teachers on their first, second, tenth, and twenty-eighth days of school provided insight into student needs and the teacher behaviors that set the stage for instructional success. Teacher supervisors can use such videotapes to help orient new teachers. (PGD)