Research study based on adaptation and use of FIRO-B questionnaire (FIRO-B equals Fundamental Interpersonal Relations Orientation). (JES)

This article provides suggestions on supervision for department chairman. Topics included are teacher evaluation, departmental conferences, individual conferences, and helping the new teacher. (GR)

"The attitudes young people gain toward performing the various tasks of a home obviously will carry over into their future roles as parents. This study of how such attitudes are developed shows some correlations between methods of assignment and types of directions that can be useful suggestions for teachers. (Editor)

The major learning theories behind the learning-oriented model of social work supervision, which emphasizes supervision as a learning and teaching process, are reviewed. A phase theory of supervision is suggested that connects the model with stages of learning and interpersonal development. (MSE)

Investigated the relationship between verbal behavior patterns and supervisor (N=9) and trainee (N=30) judgments of satisfaction in the supervision interview. Results confirm the predictive validity of verbal behavior. Negative social emotional behavior added to the discomfort experienced. Use of excessive supportive communication is in question…

A developmental perspective helps principals communicate more effectively with their staffs. It clarifies adult experiences, isolates issues important to teachers and principals at different times, and expands support and feedback systems. (MD)

Reviews Douglas McGregor's "Theory X" and "Theory Y" views of teacher supervision. Concludes that supervisors need to understand the personal belief systems of the teachers they are supervising. (FL)

Reports survey results from 162 teachers, 24 administrators, and 30 professionals on science supervisor roles in order that most fit their needs. Roles relate to concerns in instruction, curriculum, staff development, implementation, management, assessment, and assignment/transfer/load. Implications are briefly discussed. (JN)

In Australia, outside inspectors no longer assess teachers for promotion and advancement, but public concern has stirred interest in new forms of teacher evaluation. More teachers now accept the desirability of being observed by fellow teachers. (Author/JM)

Presents a theoretical construct of teacher supervision within the time constraints common to most principals. Offers suggestions for modifying the preconference, observation, postconference cycle of teacher evaluation to make it more efficient and effective. (FL)

The rationale for having health care practitioners teach students includes the optimal education of the students and continuing education for the practitioners themselves. Some goals and objectives for practitioner-instructors are provided, and instructional techniques utilized by optometric practitioner-instructors are described. (MLW)

Argues that sweeping reform in the American secondary school is improbable, though conditions today make reform imperative. Describes the reforms that have endured, the barriers to change, and changes that can be effected with minimal structural adjustment. (Author/WD)

Evaluation procedures should focus on improving instruction, should be realistic and practical, and should enhance the supervisor-teacher relationship. (Author)

By describing a typical hectic week in the life of an assistant principal, the author demonstrates why there is little time for educational leadership. (JM)