Lists some reasons why supervisors are often among the first personnel to be cut in a budget crunch, then lists six abilities essential for the survival of supervisors in education's changing climate. (JM)

Twenty-six graduate students in educational administration came up with these 80 commandments for supervisors, many of which reflect experiences the students had as teachers. (JM)

Argues that supervisors and teachers need to plan cooperatively to develop a quality curriculum to assist pupils to achieve optimally. Discusses flexibility in leadership, openness to innovation, and visions of the future. (SR)

Describes seven phases in the evolution of supervisory practice in the schools. Describes each historical phase in relation to its purpose (assisting or assessing), focus or emphases, the personnel typically involved, the skills needed to implement supervision, and the assumptions surrounding the process. (SR)

This article provides 4 selected strategies that were drawn from 135 schools that engaged in a research and development project to reform their teaching/learning from teacher-centered to learner-centered through a whole-school approach. The 4 strategies are provision for continuous internal supervision, exchanges of ideas and experiences,…

Current restructuring of education calls for more teacher involvement in the planning and delivery of instruction. This yearbook gives examples of teacher involvement as it updates the supervision process. Four sections include 13 essays by various authors. The first section is entitled "The Context" and includes four essays: (1)…

An overview of the principal's changing role in the 1990s is examined in this paper, with a focus on changing expectations and current issues and problems. The school administrator of the 1990s must possess an increasing complexity of knowledge and skills, vision, and understanding of participatory management, and must recognize the changing…

The school principal must secure maximum performance from teachers to achieve the goals set forth by the district superintendent and the school board. To accomplish this, the principals' authority must be accepted by the faculty. The extent of faculty members' response to orders or directives issued by authority figures is determined by each…

To determine the first things that a new principal does during the first few months on the job, an intensive case study was conducted of 12 first-time high school principals in Florida, Virginia, Missouri, and Colorado. Each beginning principal was assigned a research team member who conducted on-site visits, reviewed documentation regarding the…

The purpose of this study was to determine the relationship between an instructional supervisor's behavior and personality. A survey instrument was used to determine how frequently 56 supervisors preferred to perform and actually performed 10 major supervisory tasks. The Rokeach Dogmatism Scale was used to measure the individual's belief-disbelief…

Elementary principals are encouraged to take active roles in furthering the "right-to-read" effort. Because they are in positions which allow them to determine school character and activities, they should provide leadership within their communities and contribute to the national effort. The establishment of federal offices to administer the…

Describes a model program developed at Emory University for training Resident Clinical Supervisors, master teachers who teach part-time while providing clinical supervision of other teachers in their school. (JG)

Examines the nature of administrative control of school principals in 12 especially effective districts in California. Supervision and evaluation of site level administrators were rational and meaningful processes in these districts. The supervision and evaluation functions appeared to form important linkage mechanisms between schools and…

Efficient supervisors have three kinds of skills: human, managerial, and technical. Each is defined and examples are provided. While human relations and management are important, technical skills, more than any other, make the role of the instructional supervisor unique. (TE)