This project demonstrates a collaborative process designed to address the continuing preparation of principals who have primary responsibility for supervising and evaluating teachers, and the preparation of cooperating teachers as more effective supervisors of student teachers. The project focuses on one major question: What is the role of…

A description is given of a project, called "A Collaborative Approach to Leadership in Supervision," initiated between the University of New Hampshire and several public schools. This project was designed to address: (1) the continuing preparation of principals who have primary responsibility for supervising and evaluating teachers as…

Two areas of school-university collaboration in the University of New Hampshire 5-year program of teacher education are collaborative research and collaborative supervision. This paper discusses how teachers, school administrators, and university faculty work together on research and supervision issues in teacher education. In considering issues…

This is a report of the development and implementation of a collaborative program at the University of New Hampshire which focuses on the preparation of public school cooperating teachers as more effective supervisors of both graduate student interns and undergraduate students who are exploring teaching as a career. Specifically, the program…

Participating teachers, principals, and university supervisors were introduced to three areas of research aimed at improving supervision: adult development theory, alternative models of supervision, and the process of collaborative action research. With assistance from university faculty, project participants developed knowledge of the stages of…

This paper describes structures that share accountability for creating and managing collaborative supervision partnerships operating in a cadre of almost 25 elementary and secondary schools that work with University of New Hampshire teaching candidates for year-long internships. Six interns are placed with six cooperating teachers at each…

In this section of the final report a complete practice file for developing a similar program is presented, describing 17 components of the program: (1) collaborative action research process; (2) principal leadership group; (3) teacher supervision group; (4) school-university task force on supervision; (5) coordinator of teachers and interns…

his paper describes the validity and value of self-study and action research by a cooperating teacher, supervisors, and a principal who were involved in a school-university partnership at the University of New Hampshire. The self-study and action research projects were completed by participants enrolled in a course, "Developmental…