Contrasts the view of teaching as a technical reality with the view of teaching as reflective practice and examines the purposes of supervision from both perspectives. Reviews literature on reflection in teaching and empirical research on instructional supervision to promote reflective teaching. (TE)

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…

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)

There are three approaches to educational supervision: the applied science approach, the interpretive-practical approach, and the critical/emancipatory approach. From a Taoist perspective, conflicting supervision theories or proposals should be welcomed, not resisted. By accepting a diversity of views to inform practice, a balance or centeredness…

Discusses how the tension and anxiety generated in the supervisory process undermines the potential of teacher supervision as a mutually beneficial and enriching experience. Reviews current supervisory approaches that attempt to redress this imbalance and outlines some problems with these approaches. Explores a collaborative model that tries to…

Argues that knowledge generation and model building in supervision and teaching are mistakenly patterned after the physical sciences instead of the cultural sciences. Also, this mimicry is too simplistic by physical sciences standards. Metaphorical models of research and practice would enhance educators' understanding of reality. Includes 31…

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…

Relates Carl Jung's concept of psychological functions to four families of clinical supervision: the original clinical models, the humanistic/artistic models, the technical/didactic models, and the developmental/reflective models. Differences among clinical supervision models within these families are clarified as representing "communication…

Presents a conceptual model for teacher supervision and staff development for both practitioners and researchers. Constructs can also be used to diagnose problems and plan appropriate strategies for professional improvement. The model offers researchers opportunities for analysis and hypothesis testing. Includes 16 references. (MLH)

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…

Defines and discusses the extremes of "poetism" (or overreliance on intuition) and "scientism" (overreliance on research-based models) in teaching and supervision. Argues that teaching is neither an art nor a science, but more like a craft that skilled teachers practice as artisans, combining technique and reflection. (TE)

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…

A growing body of research and literature describes a move to collaborative supervision of teaching. Is this process-based model reflected in supervisory practices adopted by supervisors when they work with marginal teachers--those whose teaching verges on the unacceptable? This study explored teachers' support for administrative practices…

This article analyzes the conceptual similarities and differences of clinical supervision, counseling, and consultation models in training of educational leaders. It also provides a conceptual model whose goal is to make supervisors aware of the implications of introducing consultation and counseling into the supervisory relationship. (TE)

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…