"The Trainee Guide for the Supervisor Training Curriculum" summarizes key points in the Curriculum and is meant as a note taking and reference tool. The Supervisor Training Curriculum instructs supervisors on ways in which they can direct and motivate staff working with people with intellectual disabilities. Based on three decades of applied…

The article describes areas in which training should be provided to regular administrators regarding the provision of services to severely handicapped students. Areas noted include curriculum development, inservice training, consultation, coordination of multidisciplinary school services, and design of least restrictive environments. (CL)

Discusses supervision of children on playgrounds, addressing rationale, ratio of supervisors to children, and training of supervisors. Training issues covered include what to look for in the setting, how to actively move through the playground, and how to respond. Includes a list of video and print resources. (EV)

Presents a Conference Category System (CCS) which will help social studies supervisors develop the skills necessary to conduct a conference effectively. The CCS can be applied using either a shared-analysis or self-analysis approach in conjunction with a video or audio-tape recorder. (RM)

An approach to individual supervisory coaching, "communication by objectives," is appropriate for all supervisors, systematically teaching them to translate concepts into skills and to apply those skills on an individualized basis to employees. (Author/MLF)

Supervising new counselors is a serious and important task; the quality of initial supervisory experiences on the development and competence of a counseling intern or new counseling professional may directly impact that individual's subsequent effectiveness with clients. With the increasing practicum/internship requirements recommended by the…

This videotape and accompanying guidebook are intended to help teachers as they support and supervise paraprofessionals in the classroom. Section 1 of the guidebook provides a self-assessment to help teachers evaluate their present support and supervisory skills. Sections 2 through 5 address four key knowledge and skill areas. These sections…

The primary purpose of this manual is the provision of instructions to district supervisors and exercise administrators regarding the fieldwork associated with the National Assessment of Educational Progress (NAEP) study. The study was designed to collect and disseminate data on the educational attainments of the nation's youth and to track any…

Principals should help their assistant principals become well-rounded professionals, preparing them to assume higher posts. Such preparation entails hiring with growth potential in mind, formulating individualized on-the-job training programs, and conducting thoughtful evaluation. (MCG)

Lists characteristics of effective performance appraisal interviews noting typical limitations, such as time, to effective training. Offers three suggestions for increasing performance appraisal effectiveness: (1) relate daily performance management to performance appraisal interview, (2) involve subordinates in training for interviews, and (3)…

Co-Ob coaching combines the proven effectiveness of cooperative and observational learning. It involves an intensive observation effort in 6 different classroom settings by a team of from 2 to 25 administrators, supervisors, and coaches seeking to develop or extend their coaching skills. (MLF)

Discusses the problems encountered by first time library supervisors who have to learn not only their new professional jobs but also how to supervise others. A supervisory approach based on work checking is described, and the role that managers should play in assisting their supervisors to acquire necessary skills is outlined. (14 references) (CLB)

Describes the ESP Model for Learning program, a supervisor leadership program that ties training to the performance goals of the work unit. The ESP program's most critical component, the Supervisory Competency Assessment Process, is detailed. Concluding comments discuss what is being learned from the program's results, and the work-related…

While instructional supervisors are not required in Texas schools, many districts, especially the larger ones, do employ personnel for the express purpose of supervision of instruction. The requirements for the professional supervisor certificate are a valid Texas teacher certificate, three years' teaching experience, and completion of a…

One in a series of guides to Child Development Associate (CDA) training, this volume details information on the roles, responsibilities, and skills required of CDA field supervisors. Following the first chapter's introductory description of CDA goals, components, and programs, chapter 2 presents an overview of the broad areas of knowledge…