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Peer reviewedSiens, Cathrean Marie; Ebmeier, Howard – Journal of Curriculum and Supervision, 1996
Glickman's developmental supervision model addresses professionalism by focusing on adult development, teacher development, and life span transitions. This paper describes a study that interviewed 30 graduate students and 120 classroom teachers concerning the relationship between the developmental supervision process and teachers' reflective…
Descriptors: Adult Learning, Educational History, Elementary Secondary Education, Models
Peer reviewedSilva, Diane Yendol; Dana, Nancy Fichtman – Journal of Curriculum and Supervision, 2001
Presents a four-phase, theoretically based model for supervision co-constructed and shared by members of a professional-development school community and influenced by four bodies of literature. The four phases include building of readiness, directed supervision, reflective supervision, and teacher inquiry. Benefits of collaborative supervision are…
Descriptors: Cooperative Programs, Elementary Secondary Education, Inquiry, Models
Peer reviewedGreene, Myrna L. – Journal of Curriculum and Supervision, 1992
In 1985, the Medicine Hat School District in southern Alberta, Canada, initiated the Model for Teacher Supervision and Evaluation to change school district culture and promote teachers' professional development and empowerment. The change mechanism was clinical supervision--a process allowing teachers to determine and achieve their own goals. The…
Descriptors: Change Strategies, Elementary Secondary Education, Foreign Countries, Models
Peer reviewedBarak, Moshe; And Others – Journal of Curriculum and Supervision, 1997
Discusses an Israeli study examining the professional development of physics, electronics, and mechanics teachers. Examines whether an externally developed school improvement model could customize the supervision process to each school system and academic discipline's needs. Carl Glickman's developmental supervision model succeeds in identifying…
Descriptors: Case Studies, Electronics, Foreign Countries, Instructional Improvement
Peer reviewedPoole, Wendy L. – Journal of Curriculum and Supervision, 1994
Supportive supervision softens the hierarchical supervisory relationship by formally redistributing authority between administrators and teachers. The coaching metaphor emerging from the self-directed supervision option foreshadows the extinction of the superordinate/subordinate relationship. Supervisory situations may evolve into relationships…
Descriptors: Accountability, Clinical Supervision (of Teachers), Collegiality, Elementary Secondary Education
Peer reviewedZimpher, Nancy L.; Howey, Kenneth R. – Journal of Curriculum and Supervision, 1987
Explicates four types of teacher competence (technical, clinical, personal, and critical) as they might relate to supervision. Examines the levels of comprehensiveness and complexity within each of the competence domains. Illustrates approaches to supervisory practice within these domains. Includes 2 extensive tables and 94 footnotes. (IW)
Descriptors: Competence, Educational Philosophy, Elementary Secondary Education, Inservice Teacher Education
