"Supervising Principals for Instructional Leadership" specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith I. Honig and Lydia R. Rainey explore how these supervisors can most effectively support principals in becoming…

Instructional leadership efforts are complicated when leaders and teachers do not share areas of expertise. Leaders work to bridge this divide through a number of approaches, such as collaboration with specialist personnel and the development of leadership content knowledge (LCK). The purpose of this study was to explore the organizational factors…

Describes the salient attributes of adult cognitive functioning and supervisory styles and integrates them within the systems of developmental and clinical supervision to create an individualized professional development plan. (FL)

This paper on the supervision and evaluation of teachers as professional personnel begins by delineating the characteristics and expectations of professionals, and then explains how they are socialized into their roles, the reasons why they should be supervised, the blocks and hindrances to supervision and evaluation, and how the blocks may be…

Argues that effective supervision requires the ability to acquire skills in a variety of areas, to select those appropriate to a task, and to use them in concert. Discusses a number of skills necessary for good supervision. (FL)

Exchanges within the mentor-protege relationship, the effect of age and gender on that relationship, and the effect of that relationship on career progress and subsequent mentoring behavior are here studied for the first time in the context of a state government agency. Twenty-five males and 25 females were selected randomly from among 250…

Presents an edited version of the script of an oral presentation by three symposium participants (Noreen Garman, Carl Glickman, and Madeline Hunter) that highlights their conflicting conceptions of clinical supervision. Provides a commentary that puts the responses in philosophic perspective. (IW)

This paper explores a model of self-supervision for professional school psychologists which maximizes the amount of supervisory resources available. The history and current status of supervision in school psychology is reviewed. One model of self-supervision for professional school psychologists, the supervisory pool concept, is described and…

This paper summarizes research on teacher attitudes and performance under clinical supervision. The literature for comparative studies of inservice personnel (not student teachers) in elementary and secondary schools was extensively searched. The 19 complete and 4 in-progress studies reported are grouped as follows: (1) attitudes toward…

This report summarizes a two-year study of supervisory officers in Ontario. The research focused on what supervisory officers do, what skills they need, how they are prepared and selected, and how they experience the job in terms of satisfaction and effectiveness. A stratified sample of 25 boards and 4 ministry offices was selected for indepth…

This descriptive study surveyed deans (N=142), department chairs (N=392), and faculty (N=1173) to examine their perceptions of the relationship between resource adequacy within institutions of higher education and administrators' management styles. The clusters of variables examined were: (1) management style (use of communication and…

This paper examines factors that promote and diminish teacher trust in the instructional supervision process. Trust--key to the supervisor's success in helping teachers change behaviors--is correlated with such factors as confidentiality, approach to dealing with complaints, and the development of collaboration and participation in supervisory…

On-the-job learning experiences of 47 school administrators, representing a broad range of administrative settings and roles, are described in this collection of reflective narratives. The authors, who had completed at least one year of training with the California School Leadership Academy (CSLA), wrote of how they applied learning acquired…