This article reviews recent research on successful evaluation, highlights differences between supervision and evaluation, and discusses alternative philosophies regarding supervision, teaching, and change. Suggestions are presented for staff developers to use in helping a school district to clarify what it believes and to select programs congruent…

Examined and compared both process and outcome variables within supervision. The results support previous findings that emphasized the importance of supervisory support and client-treatment planning for trainees. In addition, the results support a developmental model of supervision. (Author/BL)

Self-, peer, and supervisor ratings were obtained for simulated interviews using seven different measures of counseling performance. Results indicated significant differences among self, peer, and supervisor ratings and among four of the seven dependent measures. (Author/BL)

Discusses supervisee resistance as a defensive response to perceived threat. Coping strategies which interfere with the learning process are seen as resistance. Enumerates various forms of resistant behavior; explores possible sources of threat that may arouse these behaviors, and proposes a step-by-step model for dealing with resistance in…

The Cogan-Goldhammer model of clinical supervision is described and some modifications to it reviewed. The theoretical bases of the model are discussed. (Author/MT)

Designed and pilot-tested the Counselor Perception Questionnaire (CPQ) to measure cognitive growth during counseling supervision. The CPQ yields two scores (Differentiation-D, Integration-I), based on responses to videotaped counseling interviews. The D score differentiated master's level and PhD counseling psychologists at a statistically…

Madeline Hunter replies to the criticism in the previous article. She feels that the current teacher decision-making model is effective. (MD)

This study identifies the expectations and problems of university supervisors of early field experiences. Three broad categories of problems factors emerged. These are dimensions of professionalism, program control, and institutional problems. Implications for structuring field experiences are discussed. (Author/MT)

The SEED (Supervisory Effectiveness in Employee Development) model outlines seven steps for managers responsible for personnel development: (1) orientation, (2) assessment of needs and goals, (3) planning of developmental strategies, (4) provision of formal learning experiences, (5) assistance with transfer of training, (6) task assignments for…

Explains demographic, legal, and economic reasons why managers need to understand older workers and outlines a seminar on issues of managing these employees. (SK)

Lists 10 teacher evaluation guidelines culled from 10 years of "Bulletin" articles. (MD)

The author examines the role of specialist supervisors in special education and suggests the need for reconsideration which would give special education supervisors authority over programs for more severely handicapped students, while allowing mildly handicapped students to be within general education's dominion. (CL)

Proper supervision has been a concern of those responsible for education for many years. The 100-year-old definition used here may help us gain some insights regarding our sophistication and/or needs in the important area of supervision. (Editor/RK)

Eighteen clinical supervisors participated in focus groups or an individual interview designed to investigate their personal experiences with value conflicts in supervision. Participants described the types of value conflicts they had experiences and their personal impact, effective and ineffective approaches for addressing these issues, resources…

A group of five psychologists and graduate students in psychology met for 16 weeks in a weekly one-hour group supervision meeting. This is a summary pf the experiences with an emphasis on the authors' feminist approaches to the supervision meeting. (Author)