How can novice special education teachers improve their practice and grow as professionals? How can veteran teachers remain connected to their profession and share their knowledge and skills? In this readable, research-based guide, the authors outline a program of collaboration to enable novice teachers to gain insight from their more experienced…

This project draws attention to ethics in counsellor education, showing that ethics is critical to the formation of new counsellors, not simply an add-on component in counsellor training. This project demonstrates that beginning counsellors, before they commence employment, must have a strong ethical foundation. It examines both formal counsellor…

Much camp counselor work takes place where no administrator is present. Gives managerial tools that help "see the invisible" before campers arrive and during camp. Discusses methods of evaluating staff. Studies from other fields with similar managerial situations show that leadership through articulation of a vision and staff attitudes are more…

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…

Written for students on the threshold or in the early stages of a postgraduate degree, this book introduces the key tools and terminology of research, explains what to do before beginning a postgraduate research project, and suggests ways to arrive at a research question or hypothesis. The discussion also covers the student-supervisor relationship…

Negative motivators like threats, intimidation, criticism, denigration, the withholding of information, and the exercise of power produce temporary results but engender resentment and close the door of communication. Good leaders use positive motivators to meet people's needs, enhance efficiency, and improve working relationships. Some of these…

A camp director explains his supervisory style as being based on one-minute goals, one-minute praise, and one-minute reprimands; his experience as a parent; a decentralized model of staff supervision; and building relationships with staff by talking and listening to them. Gives American Camping Association standards for staff supervision and…

This booklet explores the experience of being a new leader in an infant/family program, focusing on reflective leadership--using self-awareness, observation, and flexible responses as tools to manage stress and increase on-the-job effectiveness. Section one defines reflective leadership and explores the parallel process of leadership. Section two…

The role of the supervisor in improving the reading curriculum is more demanding than formerly, even as the teaching profession needs to make do with what there is in the public schools, be it class size, equipment, materials of instruction, or a hostile learning environment. The supervisor needs to look at two dimensions: personal lives of…

Camp program staff and service staff can "war" and negatively affect campers. Frequent causes are misunderstood roles, conflicting expectations, jealousy, and feelings of being undervalued. Presents ideas for integrating program and service staff in the off season, when staff arrive, and during camp, and for dealing with a "civil…

The employee-supervisor relationship is critical to a camp's success. Ideas from psychology, biology, and organizational dynamics illuminate how supervisors interpret certain staff traits and behaviors. The "set-up-to-fail" syndrome is described. Recommendations cover building good relationships and improving communication between supervisors and…

Summarizes French and Raven's five bases of supervisory power; then discusses common misuses of power by early childhood program directors, such as "do as I say, not as I do," hiring down, and "the clique heard round the center." Provides pertinent questions for self-examination to break free of these destructive trends. (EV)

Describes how best to prepare camp staff to put the kids first by developing a mindset of believing in children. Gives practical suggestions to camp staff, including advice that supervisors commit themselves to identifying at least one positive counseling experience each day and acknowledging that success publicly or privately. (CDS)

Distinguishes between training and coaching, asserting that the latter focuses on the staff person as learner. Offers strategies for staff development: clarify when one is supervising versus coaching, identify issues before developing strategies, ask questions that spring from genuine curiosity, offer detailed descriptions of teacher actions,…

Argues for a paradigm shift to consciously developing, nurturing, and applying critical thinking skills in counseling supervision. Suggests supervisors will benefit from the intentionality of the paradigm, supervisees will benefit from the mentoring and the modeling, and clients will benefit as the supervisors progress in their delivery as…