Counselor educators maintain a responsibility for providing site supervisors with professional development opportunities (Council for Accreditation of Counseling and Related Educational Programs. [2009]). The goal of this study was to evaluate a model for providing preparation to site supervisors. Significant differences were observed from pretest…

The rigorous and complex demands of a mentor's role are often overlooked during the mentorship of preservice teachers. Mentors have the profound responsibility to be both supervisor and instructor all the while fostering a cooperative, trusting, and supportive relationship. However, many mentors feel unprepared to meet the needs of preservice…

In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public service mentoring scheme in the UK where a developmental relationship mentoring model…

Inter-professional supervision combines the social processes of supervision and multi-agency working: both complex and often poorly understood processes. This paper discusses the first author's research of inter-professional supervision, involving an educational psychologist (EP) supervising another professional and complements the recently…

Schools of social work invest an enormous amount of time and money training new field instructors to ensure their ability to help students integrate the knowledge, skill, and values of the profession. Some schools, like the one described here, frame their training in the context of a developmental model of supervision. Such models presume that…

We examined teacher supervision practices (supervision models, phases, and professional development guidelines) of in-school supervisors (principals, vice principals, and study program directors) in Uganda, the supervisors' efficacy perceptions regarding teacher supervision, and supervisor characteristics associated with the choice of supervisory…

In the research and professional literature, there are at least four lines of inquiry around mentoring: perceptions of successful mentoring in general, mentoring of doctoral dissertations in particular, mentoring specific to the online environment, and relative importance of mentoring behaviors. In each case, particular qualities that make for…

The current student achievement gap can be attributed, in part, to the perceived and actual shortage of highly qualified principals prepared to be effective instructional leaders (Kearney, 2010). Most school districts within do not offer consistent targeted professional development programs for mid-career principals that will develop…

The literature on gender and leadership constitutes a discordant, often contradictory, and typically atheoretical collection of findings. This situation exists despite the emerging psychology of women, heightened public awareness, and increasing numbers of women in positions of authority. Terborg and Ilgen (1975) took the first step toward…

Proposes client-centered supervision, with its attention to personality and attitudes, for art teachers. Describes the personal qualities and teaching skills needed by a client-centered supervisor. Lists some cognitive and affective components for art teacher evaluation. (SJL)

Presented is a model and specified are competencies for the competency-guided program for preparation of special education instructional supervisors developed at the University of Texas at Austin. The supervisor's role as a change agent is examined, and 12 basic principles underlying the model of competency-guided instruction are set forth…

A social learning theory approach to counselor supervision is conceptualized as a teaching-learning situation, in which counseling is viewed as a specific, trainable set of skills. In light of this approach, a four quarter graduate counselor education program, focusing specifically on the training of social learning therapists, is proposed. The…

One major objective of the Special Education Supervisor Training (SEST) project was to develop a model for competency specification that would be appropriate for both preservice and inservice preparation of any leadership personnel. This involved the two problems of specifying competencies in valid and utilitarian ways, and assessing competence. A…

A "Collaborative Approach to Leadership in Supervision" is one area of school and university collaboration in the University of New Hampshire's five-year teacher education program. The article describes the project which develops, refines, and extends the repertoire of supervisory skills of participating principals, teachers, and…

Offers a model of counselor supervision focusing on the dual processes of assessment and intervention. Defines and describes supervision, the assessment phase, five interventions, and supervisor training. Also includes responses of five authors and a rejoinder by the author of the model considering the model's utility in the field. (JAC)