Emphasizes the need for maintaining managerial authority based on subordinates' belief in the relevant expertness, power or normativeness of management. Organizational evaluation data can enhance or diminish these bases of managerial authority in a variety of ways, making management dependent for its authority on evaluation. (Author/WAS)

Three approaches an assistant superintendent might take to correct discipline problems at an elementary school characterized by weak administrative leadership are discussed. The approaches focus on: (1) professional development for the principal; (2) teacher improvement; and (3) cooperation among parents and school personnel. (PP)

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

The author argues that the British Advisory Committee on the Supply and Training of Teachers'"Mentorship" proposals are unsatisfactory and suggests an alternative to "supervised teaching practice." (CT)

Reviewed research on practicum supervision in terms of findings and research designs employed. Classified research according to counselor-supervisor similarity, training methods, and evaluation. Conclusions indicated no support for supervisor-counselor matching, support for experiential, modeling and didatic methods, and peer supervision. (Author)

Presents an anxiety management approach which suggests supervisors of counselors-in-training can help supervisees resolve approval and performance anxiety through rational-emotive and cognitive-behavior therapies. Stresses cognitive restructuring and risk-taking. (Author/MCF)

This article contains a supervisory development plan, which discusses the skill development and interrelationships of supervisors, cooperating teachers, and student teachers during the student teaching experience. Effective supervisory skills are necessary if the student teacher is to improve his professional work. (CJ)

Four year project, involving 34 MA and five PhD psychology students, studied factors which might improve graduate training procedures. The effect of weekly specification of research tasks, meetings with supervisor, deadlines, feedback, and incentives were studied. Students' performance was highest when all components of the supervisory system were…

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)

A study of 64 social work supervisors and 65 supervisees explores elements of structure, authority, and teaching within the supervisory relationship. Incongruence in actual and preferred structure, authority, and content in supervision indicates a need to examine autonomy in practice and control in supervision. (MSE)

Scholars of clinical supervision must join together to establish a conceptual base of clinical supervision that would provide opportunities for research and program development. (CJ)

Identifies four variables that influence decision making: presidential power, the president's relationship with college employees, external conditions, and the nature of the decision itself. Provides examples of extreme conditions with regard to these variables and suggests participative management in dealing with the decisions facing most college…

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,…