Various approaches to supervision can be grouped into three models categorized as nondirective, collaborative, and directive. Supervisors should recognize stages of professional development and treat teachers as individuals. (Author/MLF)

An attempt to define the goals of teacher supervision discusses five premises of supervision that must shift if the goals are to include encouraging teachers to be reflective, thoughtful, and empowered. (Author/CB)

Two studies using simulated supervisory conferences were designed to determine whether teachers and supervisors discriminate among types of direct supervisory communication: (1) information only; (2) information with suggestions; and (3) information with directives. Results with 30 teachers and 133 supervisors are discussed in terms of…

Instructional supervision is intertwined with the debate on how humans learn and on what knowledge is of greatest import. Those who believe that knowledge is acquired as an individual chooses to follow his or her own inclinations tend to favor nondirective supervision. Those who believe that learning is the result of reciprocity and…

Discusses the purpose of the theory of developmental supervision, as well as the phases necessary to put the theory into practice. In this developmental model supervisors match their style of assistance to teachers' conceptual levels. Includes a table and references. (MD)

This textbook, intended for graduate students in introductory educational supervision courses, draws on the research on effective schools, teacher and adult development, and supervisory practice, as well as on direct practical experience, to provide information that supervisors can use to help their schools be more successful. The term…

Identifies three styles of supervision as directive, collaborative, and nondirective; offers an inventory to help supervisors identify their styles; and suggests books, courses, and workshops appropriate to each style. (JM)

The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)

This paper discusses current and future research on alternative supervisory approaches matched to developmental levels of teachers. The two major questions for research were: (1) Is there an interaction between individual characteristics of teachers and supervisory approach with regard to preference and performance? and (2) Can supervisors acquire…

A study determined if teachers discriminated among three different types of direct supervisory communication--information only, information with suggestions, and information with directives--in instructional improvement conferences. Thirty inservice teachers were assigned to three experimental groups and viewed videotapes which simulated…