To meet accreditation expectations, teacher preparation programs must demonstrate their candidates are evaluated using summative assessment tools that yield sound, reliable, and valid data. These tools are primarily used by the clinical experience team -- university supervisors and mentor teachers. Institutional beliefs regarding best practices…

The clinical aspects of teacher preparation are critical to the development of able novice teachers, and university supervisors are well positioned to focus on the learning of teacher candidates within these placements. This article reports on findings from a qualitative interview study exploring 10 university supervisors' practices, particularly…

Given the movement to enhanced clinical experiences and school-university collaboration emphasized in the NCATE Blue Ribbon Report, the field of teacher preparation would benefit from an understanding of the research related to preservice teacher (PST) supervision. This article uses qualitative meta-analysis to generate new knowledge about PST…

Instructional supervision is a highly complex endeavor as supervisors work to enhance teacher, teacher candidate, and school effectiveness. The process of learning to supervise well can be daunting and difficult. Recent research on teaching has focused on enhancing teachers' ability to notice or observe aspects of teaching and student learning.…

A 38-citation annotated bibliography of journal articles focuses on research and strategy suggestions for teacher supervision. (CB)

Differences among the purposes, reasons to observe, reasons to confer, and aims are delineated for the nominal, prescriptive, and reflective models of teacher supervision. Questions are raised regarding supervisory skills and subjects. (CB)

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)

Emporia State University College of Education's recognition of the strong impact university supervisors and cooperating teachers have on student teachers compelled it to develop a training program to prepare supervisory personnel in the use of various supervisory strategies. (Author/CB)

The article examines the components and rationale of clinical teacher supervision as they apply to preservice teachers, describes the role of supervision in student teaching, and suggests ways in which clinical supervision can support the goals and objectives of teacher education programs. (Author/CB)

Investigation of the efficacy of group clinical supervision as an approach for helping supervisors and student teachers examine and test teaching alternatives suggested such advantages as reduction of time pressures, use of modeling behaviors, and increased discussion opportunities. (CB)

Central Missouri State University's detailed training model for teacher supervision focuses on building a supervision knowledge base with information about professional supervisory skills and techniques that can be used for extensive preparation of those who supervise student teachers. (CB)

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 study explored expectations, perceptions, and qualities of mentoring relationships between cooperating and student teachers at two institutions, investigating features necessary for successful, satisfactory relationships. Interviews indicated that cooperating teachers tended to function as advisors rather than mentors. Mentoring relationships…

A discussion of some of the problems teacher supervisors face includes a description of some of the coping strategy skills they employ (staging, screening, signaling, and systems) and suggests that the problems supervisors typically face must be considered when assigning personnel to field supervision or preparing supervisors. (CB)

Examined the perceptions of master teachers and student teachers regarding strengths and weaknesses of a Clinical Master Teacher program that empowered classroom teachers to be the main supervisor during the final internship. Surveys of and interviews with master teachers and interns indicated that the program was perceived as successful and had…