Partnerships among professionals within urban school districts and teacher preparation programs are necessary to address teacher shortages through innovative and sustained professional learning from initial clinical experiences through induction (Yendol-Hoppey & Hoppey, 2018). A collaborative model of teacher preparation was envisioned and…

The lack of research and continuing disagreement on the definition and the purposes of supervision in education have stifled the identification and development of skills and have contributed to weak preparation programs for instructional supervisors. (SI)

Outlines 10 steps for schools to take to develop an administrator internship program. (MD)

The supervision/management of a project that identified the educational objectives in the basic skills for South Carolina, and which relied heavily on a contractor's services, is retrospectively viewed. Some potentially generalizable principles of supervision for such development projects are isolated. (Author/AL)

This technical assistance packet is intended as a guide for those who develop programs in support of mentors of youth. It offers guidance to help mentors build trusting relationships with their mentees, and, ultimately, contribute to positive outcomes for the children and youth in the mentoring program. Successful mentoring programs provide…

Formative teacher evaluation promotes teacher growth by illuminating some areas of difficulty and creating a viable course for change. The goal is to help teachers become more effective. Since 1991, the SouthEastern Regional Vision for Education (SERVE) has supported selected school systems in their attempts to design and implement formative…

When executive action is necessary to assist marginal principals, the superintendent should appoint a central-office helper and work with this person to develop and implement a principal induction program. The principals' helper should maintain close contact with principals, proffer alternative forms of assistance if required, confront principals'…

This paper describes the development and implementation of the Georgia Leadership Enhancement and Development (LEAD) program in the Gwinnett County School District. Implemented during the 1988-89 school year, the program is based on collaboration between the University of Georgia and the school district. Participants in the 12-month program are…

Results-Oriented Supervision (R.O.S.) is a system for teacher supervision that focuses more on instructional improvement than on teacher evaluation. The supervisor and the teacher join together to formulate teaching objectives. After a period of implementation, a postconference is held to assess and restate or renew objectives. In the school…

The Clinical Supervision Program for Evaluation, implemented by the Department of Special Education in Quincy (Massachusetts) Public Schools, uses a management-by-objectives approach to measure teaching performance. Discussed are its historical development, philosophy, and procedural sequence. The roles of supervisors and examples of staff member…

School counselor education programs are challenged to reassess whether they are providing their students with optimal internship learning experiences. This paper examines the evolution and design of one school counseling fieldwork program. It discusses the implications for school counselors who serve as site supervisors for counselors-in-training.…

An effective systemwide teacher supervision and evaluation program can be developed only if district leaders (representing the school committee, administration, and teacher association) carefully attend to the ELPS (the educational, legal, public-relations, and social/emotional components of the process). A Massachusetts district's experience is…

Instructional supervision, despite the lack of evidence for its value, can potentially help improve instruction and promote educators' professional growth. To realize this potential, schools should analyze their supervisory practice according to these four premises: (1) that each school district and each school has unique organizational…

According to this model for effective professional growth programs for teachers, teachers and their supervisors must independently identify the teachers' growth needs, must agree on the needs, and must mutually develop a program that is appropriate, demands supervisor responsiveness, and is well-received by the teacher. (PGD)

Administrators and supervisors bear much of the responsibility for seeing that many things currently not happening in the language arts classroom do happen. Perhaps they do not take leadership in the language arts area because they are uncertain as to what elements make a good program. There are eight essential elements to look for in a good…