In terms of safety concerns, school should be directly involved in the selection and maintenance of playground equipment. (Author/MLF)

Teacher supervision is suffering from a legacy of being affiliated with an outmoded integration of science and technology. Dialectical supervision, which emphasizes empowering teachers with ways of knowing that involve continually confronting themselves and searching for more responsive and less dominant educative practices, is proposed as an…

Attempts to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. Presents a conceptual framework for making decisions about evaluation, where the decision maker considers the purpose of evalution, the developmental stage of the counselor, and the focus of evaluation,…

While instructional supervision is essential, only teachers can improve classroom instruction. This paper critiques clinical supervision and proposes a classroom performance model that builds on the strengths of the clinical model and transcends its major shortcomings. The model is based on a congruence perspective and relies on the diagnostic…

Teachers who can trigger the "goose bump" response have probably mastered the fine art of teaching. Such teachers are enthusiastic, excited about their subject matter, and genuinely care about their students. When "artistic" teachers manifest glaring teaching deficiencies, the sensitive principal overlooks these flaws or handles them without…

Discusses the nature of intern supervision, identifies counselor skills and strategies suitable for various stages of the supervision process, and proposes a concrete sequential outline for structuring internship experiences. (ABB)

Examines the nature of administrative control of school principals in 12 especially effective districts in California. Supervision and evaluation of site level administrators were rational and meaningful processes in these districts. The supervision and evaluation functions appeared to form important linkage mechanisms between schools and…

Using Cogan's multi-phased Cycle of Supervision, the project focused on teacher behavior as it affects classroom climate and used supervisor and teacher evaluations as tools for inservice education. Preferred and actual teacher behavior were recorded on a modified Tuckman Teacher Feedback Form. The formative process identified areas for teacher…

Discusses elements of the Employee Assistance Program: why employees need it, their acceptance of the program, when to refer an employee to the program, counseling, formal referral, plan of action, and how the program helps the supervisor. (CT)

Discusses the biases that can be built into preobservation conferences in teacher evaluations. Argues for the elimination of such conferences. Points out that skillful observation combined with analytical feedback in teacher evaluation increases teacher effectiveness. (MD)

Outlines a model of experiential psychotherapy supervision illustrated by a case study. Four stages of experiential supervision are identified with issues relevant to each stage presented. Various techniques for working with issues pertaining to the supervisory process are discussed and exemplified by case illustration. (Author/JAC)

Discusses how limiting some styles of supervising second language teacher trainees can be and explores alternative ways that supervision can be done. Discusses five models of supervision: (1) directive, (2) alternative, (3) collaborative, (4) nondirective, and (5) creative. Suggests educators experiment with these styles to find which works best.…

The role of the local, state, and national supervisor is explored in these six articles. Specifically, they discuss changes in the supervisor's role, a team approach to national leadership, responsibilities of state supervisors, the role of the state supervisor, qualifications needed by a supervisor, and the local agriculture education supervisor.…

Teachers and administrators in Coeur d'Alene, Idaho, received inservice training to prepare them for participation in a widely appreciated supervisory relationship that grants teachers professional respect and reserves formal evaluation for teachers who are clearly failing to meet objectives cited in their personal professional growth plans. (PGD)