Use of structured, moderately structured, or unstructured supervisory methods by 145 agricultural education student teacher supervisors was examined. The majority used structured practices most often. There was little correlation between the most frequently used level and maturity as indicated by years of experience or formal supervisory training.…

Describes how research training in Australia is shaped by the knowledge economy and emphasis on "fast" supervision that results in timely degree completion. This pressure limits development of subject-specific methods skills, general research skills, and employability skills. Reconfiguration of the research culture may be necessary. (SK)

Discusses the purpose and process of providing feedback, peer versus supervisor reviews, and the content and format of feedback, including verbal comments, checklists, and written summaries. Tips on the use of observation protocols for feedback are included. (DR)

Suggestions are made for supervisors to help make the personnel evaluation process more meaningful and less intimidating to employees, particularly when cultural, gender, disability, or other personal characteristics inhibit mutual understanding. Emphasis is on clear, two-way communication and constructive interaction. (MSE)

Describes manual created to teach supervisors to practice variety of supervision strategies. Explains structure of manual, lists 26 supervision strategies covered in the manual, provides example of strategy and vignette, and discusses use of the manual at one institution where counselors supervised by manual-trained supervisors reported…

If evaluation's purpose is improving teaching rather than prescribing teaching effectiveness, then supervisors must find ways to communicate that purpose and to motivate teachers to seek improvement. This article reviews relevant literature, focusing on summative and formative evaluation, philosophical concepts espoused by neo-traditionalists and…

Professional school counselors operate under a myriad of working conditions, some more conducive to hosting interns than others. Potential site supervisors must have some framework from which to operate in order to provide optimum internship experiences. Guidelines are suggested that address expectations; training; mentoring; and communication…

The dramatic increase in literature that addresses family therapy training and supervision over the last decade has been predominantly in the area of theory, rather than practice. This article describes the development of a meta-supervisory learning context for approved supervisors and provides examples of interactions between supervisors that…

Rehabilitation counselors and supervisors affiliated with a state vocational rehabilitation program were surveyed to assess supervisor practices and satisfaction when providing or receiving supervision. Results indicated general satisfaction with both administrative and clinical supervision provided or received. Although counselors and supervisors…

Over the past decade, it has become increasingly clear that although IQ and technical skills are important, emotional intelligence is the Sine Qua Non of leadership. According to Goleman [Goleman, D. (1998). What makes a leader? "Harvard Business Review," 93-102] "effective leaders are alike in one crucial way: they all have a high degree of…

All university counselors-in-training complete internships under a "qualified" veteran. With a "swim or sink" mentality, an enthusiastic/competent student can be reduced to an insecure and discouraged intern, because supervisors don't have essential mentoring skills. Beliefs and attitudes are acquired/internalized during internship and veterans…

With teacher shortages in both general and critical needs areas and constricting operating budgets, it is important for Colleges of Education to develop methods of providing alternative certification programs to reach larger segments of the population. One method of increasing the scope of potential preservice teachers is through the development…

Principals' supervisory and evaluation practices are assessed in this study. Mailed questionnaires to all K-12 principals in a county within the Detroit metropolitan area yielded an overall 94 percent response rate. Principals were asked for numbers of total faculty, faculty observed, minutes of observation, types of data used to make judgments,…

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…

Self-esteem cannot be maintained in the supervisor by the simple fact that he or she is now a manager. Growth and development occur as a result of motivators available to meet the supervisory need structure: achievement, recognition, participation, and growth. (Author/MW)