|
Clearinghouse on Educational Policy and Management
|
| College of Education · University of Oregon |
|
Trends and Issues: Instructional Personnel
Teacher SupervisionJournal ArticlesEJ667140 SP530946Relearning the Meaning and Practice of Student Teacher Supervision through Collaborative Self-Study. Author: Montecinos, Carmen; Cnudde, Verlee; Ow, Maili; Solis, Maria Cristina; Suzuki Emy; Riveros, Marta Availability: For full text: http://olam.ed.asu.edu/epaa. Journal Citation: Teaching and Teacher Education, v18 n7 p781-93 Oct 2002 Publication Date: 2002 ISSN: 0742-051X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Describes the process and outcomes of a collaborative self-study by five Chilean teacher educators interested in improving their supervision of student teachers, examining problems they encountered as first-time writers of a self-study report. Guidelines for scaffolding supervisees' reflectivity are included (e.g., attend to supervisors' and student teachers' learning needs, attend to student teachers' biographies, and reassure student teachers that they are being supported). (SM) Descriptors: *Cooperative Learning; Elementary Secondary Education; Foreign Countries; Higher Education; Preservice Teacher Education; *Self Evaluation (Individuals); *Student Teacher Supervisors; Student Teachers; *Teacher Supervision EJ666090 EA540797 Recovering from HSPS (Hyperactive Superficial Principal Syndrome): A Progress Report. Author: Marshall, Kim Availability: http://www.readingmatrix.com Journal Citation: Phi Delta Kappan, v84 n9 p701-09 May 2003 Publication Date: 2003 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2003 Abstract: Discusses four complementary interventions required for principals to improve classroom visits: Provide clear, grade-specific curriculum proficiency targets; develop results-oriented, teacher team-planned curriculum units; adopt Japanese lesson study approach to teaching; and use data to improve teaching and learning. (PKP) EJ663730 SP530814 Development and Evaluation of a Screening Instrument for Cooperating Teachers. Author: Kahan, David Availability: Race, Gender & Class, Jean Ait Belkhir, Dept. Of Social Services, Southern University at New Orleans, 6400 Press Drive, New Orleans, LA 70126; Tel: 504-286-5232; Website: www.sunno.edu/sunorgc/ Journal Citation: Teacher Educator, v38 n1 p63-77 Sum 2002 Publication Date: 2002 ISSN: 0887-8730 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2003 Abstract: Devised an instrument to screen for attitudes toward systematic supervisory behavior, perceptions of factors impacting supervision, and beliefs about preferences for and styles of supervision. Surveys of physical education cooperating teachers only found significant results on one subscale: cooperating teachers who coached, taught high school, or did not possess postgraduate degrees had less favorable attitudes toward systematic supervisory behavior. Gender and experience supervising did not differentiate subscale response. (SM) EJ662654 EA540541 Abstract: Describes importance and organization of principal classroom visits to observe teaching and learning. Includes six observation checklists that include characteristics of good learning environment, characteristics of good teaching, patterns of teacher behavior, characteristics of student learning, questions to ask students who are on task, and observing individual students who are not on task. (PKP) EJ660836 EA540430 Race, Culture, and the Supervisory Relationship: A Review of the Literature and a Call to Action. Author: Page, Michelle L. Availability: http://www.readingmatrix.com Journal Citation: Journal of Curriculum and Supervision, v18 n2 p161-174 Win 2003 Publication Date: 2003 ISSN: 0882-1232 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJJUN2003 Abstract: Draws on theory and research from education, counseling, and social work to form some preliminary conclusions regarding how race and ethnicity might affect the supervisory relationship. Calls on educational practitioners to fill the research gap on how diversity affects the process of supervision. (Contains 46 footnotes.) (AUTHOR/WFA) EJ660834 EA540428 How Supervision Influences Teacher Efficacy and Commitment: An Investigation of a Path Model. Author: Ebmeier, Howard Availability: http://www.readingmatrix.com Journal Citation: Journal of Curriculum and Supervision, v18 n2 p110-141 Win 2003 Publication Date: 2003 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2003 Abstract: Report of a study of a model that describes how supervision works in schools to influence teacher efficacy and commitment. Results indicate that the data fit the conceptual model well and that supervision has a profound impact on teachers' commitment and efficacy levels. (Contains 3 figures, 2 tables, and 60 footnotes.) (AUTHOR) Descriptors: Administrator Attitudes; Administrator Effectiveness; *Administrator Role; Elementary Secondary Education; Instructional Leadership; Models; *Teacher Administrator Relationship; *Teacher Competencies; *Teacher Effectiveness; Teacher Evaluation; *Teacher Supervision; Teaching Skills EJ655387: No data available. EJ653589 EA539970 School-Based Supervision at a Private Turkish School: A Mode for Improving Teacher Evaluation. Author: Collins, Ayse Bas Availability: http://www-writing.berkeley.edu/tesl-ej/ Journal Citation: Leadership and Policy in Schools, v1 n2 p172-90 Jun 2002 Publication Date: 2002 ISSN: 1570-0763 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2003 Abstract: Examines school-based teacher supervision and evaluation in a Turkish private secondary school with an enrollment of 1,800 students in grades 5 to 12. Develops a two-phase (formative and summative) teacher supervision and evaluation model called Achievement Based Continuous Assessment. (Contains 32 references.) (PKP) Descriptors: Foreign Countries; Models; Private Schools; *School Based Management; Secondary Schools; *Teacher Evaluation; *Teacher Supervision EJ651756 CG558959 Value-Based Supervision. Author: Shepard, Lisa; Freado, Mark D. Availability: College of Education and Behavioral Science, Morehead State University, Morehead, KY 40351. Journal Citation: Reclaiming Children and Youth, v11 n2 p103-05 Sum 2002 Publication Date: 2002 ISSN: 1089-5701 Language: English Document Type: Journal articles (080) Journal Announcement: CIJJAN2003 Abstract: Effective supervision, particularly of front-line staff, is one of the most important tasks any education or treatment program must perform. This article provides an overview of effective supervision using principles and values based on interviews with staff and leaders in re-education programs. (Author) Descriptive Terms: Special Topic: "Re-EDucation with Troubling Youth"; for related articles, see CG 558 950-963. EJ630854 EA538555 Roles and Relationships in Tripartite Supervisory Conferencing Processes. Author: Tsui, Amy B. M.; Lopez-Real, Fran; Law, Y. K.; Tang, Rosina; Tang, Rosina Availability: Journal Citation: Journal of Curriculum and Supervision, v16 n4 p322-44 Sum 2001 Publication Date: 2001 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Reports--Evaluative (142); Reports--Research (143) Journal Announcement: CIJFEB2002 Abstract: Discusses a study of three-way supervisory conferences. Despite an asymmetrical power relationship between the university supervisor and student teacher, the two parties played complementary roles, with the former providing more input requiring reflection and evaluation and the latter providing more input pertaining to classroom practicalities and contexts. (Contains 20 references.) (MLH) Descriptors: *Conferences; Elementary Secondary Education; *Mentors; *Role Perception; *Student Teachers; *Teacher Supervision Identifiers: *Reflective Supervision EJ630853 EA538554 Collaborative Supervision in the Professional Development School. Author: Silva, Diane Yendol; Dana, Nancy Fichtman Availability: Journal Citation: Journal of Curriculum and Supervision, v16 n4 p305-21 Sum 2001 Publication Date: 2001 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2002 Abstract: Presents a four-phase, theoretically based model for supervision co-constructed and shared by members of a professional-development school community and influenced by four bodies of literature. The four phases include building of readiness, directed supervision, reflective supervision, and teacher inquiry. Benefits of collaborative supervision are discussed. (Contains 39 references.) (MLH) Descriptors: *Cooperative Programs; Elementary Secondary Education; Inquiry; *Models; *Professional Development; Readiness; *Teacher Collaboration; *Teacher Supervision Identifiers: *Reflective Supervision EJ630802 EA538101 Who Controls the Teachers? Overt and Covert Control in Schools. Author: Eden, Devorah Availability: Journal Citation: Educational Management & Administration, v29 n1 p97-111 Jan 2001 Publication Date: 2001 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2002 Abstract: Explores how principals maintain control when faced with demands for both teacher autonomy and increased environmental involvement. Interviews with 22 Israeli teachers and principals revealed four administrative control mechanisms: direct control and indirect control (via elementary teachers' teamwork), and manipulation of secondary teachers' self-control and client involvement. (Contains 52 references.) (MLH) Descriptors: Elementary Secondary Education; Foreign Countries; Interviews; *Principals; *Professional Autonomy; *Teacher Administrator Relationship; *Teacher Supervision; *Teaching Conditions; Work Environment Identifiers: *Administrative Control; *Israel; Management Practices; Professionalism EJ630432 CE538119 Academically Healthy Schools: A Context for Safe Schools. Author: Villani, Christine J.; Ward, Colin C. Availability: Journal Citation: Educational Horizons, v79 n4 p199-204 Sum 2001 Publication Date: 2001 ISSN: 0013-175X Language: English Document Type: Journal articles (080) Journal Announcement: CIJFEB2002 Abstract: The goal of the Synthesized Professional Supervision Model is the creation of academically healthy schools. This model for supervision of the whole school community includes supervisor reflection on professional interaction, supervisee professional development, paradigms influencing practice, and phases of professional supervision. (SK) Descriptors: *Educational Environment; Elementary Secondary Education; Models; Professional Development; *School Safety; *School Supervision; *Teacher Supervision; Violence Descriptive Terms: Special Section: Student Insights. EJ630163 SE565418 Student Science Teachers Constructing Practical Knowledge from Inservice Science Supervisors' Stories. Author: Zuckerman, June Trop Availability: Journal Citation: Journal of Science Teacher Education, v10 n3 p235-45 Aug 1999 Publication Date: 1999 ISSN: 1046-560X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2002 Abstract: Examines the rules of practice, practical principles, and images of teaching students that teachers constructed under the supervision of inservice teachers. Reports on the student teachers' seminar assessment as an opportunity for constructing practical knowledge about teaching. (Contains 16 references.) (YDS) Descriptors: Preservice Teachers; Science Teachers; Student Teacher Evaluation; *Student Teaching; Teacher Education Programs; *Teacher Supervision Identifiers: *Practical Knowledge EJ629259 CS761135 Using Technology in School Supervision. Author: Bercik, Janet T.; Blair-Larsen, Susan M. Availability: The Organization of Teacher Educators, Managing Editor, Dewayne Smith, 2211 N.E. Halsey, No. 11, Portland, OR 97232. Journal Citation: Journal of Reading Education, v25 n3 p32-36 Spr 2000 Publication Date: 2000 ISSN: 0886-5701 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2002 Abstract: Notes that few college faculty use technology in their teaching despite rapid growth in technology-based instruction in K-12 education. Describes two projects using AT&T's PersonaLink Service and Sony's Magic Link PIC 1000 in field experience supervision. (SG) Descriptors: *Computer Uses in Education; Elementary Secondary Education; Field Experience Programs; *Instructional Innovation; *Teacher Supervision; *Technological Advancement; *World Wide Web EJ626327 EA538351 Supervision of Student Teachers: Practices of Cooperating Teachers Prepared in a Clinical Supervision Course. Author: Kent, Susan I. Availability: Journal Citation: Journal of Curriculum and Supervision, v16 n3 p228-44 Spr 2001 Publication Date: 2001 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Evaluative (142) Journal Announcement: CIJNOV2001 Abstract: Summarizes a study following 16 teachers who had completed a graduate-level course in clinical supervision through their experiences as cooperating teachers paired with full-time student teachers. Although all cooperating teachers implemented some aspects of clinical supervision, they did not conduct clinical cycles often, due to time constraints. (Contains 25 references.) (MLH) Descriptors: Elementary Secondary Education; Graduate Study; Higher Education; *Journal Writing; Schools of Education; *Student Teachers; *Teacher Response; *Teacher Supervision EJ623005 EA538133 Mathematics Supervision through a New Lens. Author: Lester, Jill Bodner; Grant, Cathy Miles Availability: Journal Citation: Educational Leadership, v58 n5 p60-63 Feb 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Mount Holyoke College's discussion-based Lenses on Learning seminars consist of 3 10-hour sessions that invite administrators to consider new ideas about mathematics, learning, and teaching and applications for their practice-supervising teachers, supporting their professional development, suggesting assessment approaches, addressing heterogeneity, and working with parents. (MLH) Descriptors: College School Cooperation; Elementary Secondary Education; *Management Development; *Mathematics Teachers; Pilot Projects; *Program Implementation; Seminars; Summer Programs; *Supervisors; *Teacher Supervision Identifiers: *Mount Holyoke College MA EJ621278 EA537976 Walking the Tightrope? The Role of Teacher Governors. Author: Earley, Peter; Creese, Michael Availability: Journal Citation: School Leadership & Management, v20 n4 p475-87 Nov 2000 Publication Date: 2000 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2001 Abstract: Draws upon empirical data from a random sample of 150 secondary and 350 elementary schools in England to consider how teacher governors perceive their role and explore areas viewed as problematic. Effective supervisors generally incorporate positive elements of three other supervisory styles: minimalist, watchdog, and communication-link. (MLH) Descriptors: Administrator Effectiveness; Elementary Secondary Education; Foreign Countries; Governance; *Leadership Styles; Principals; *Role Conflict; *Role Perception; School Surveys; *Supervisors; *Teacher Attitudes; *Teacher Supervision Identifiers: *United Kingdom EJ621260 EA537935 Transforming Supervisor Practices: A Performance-based Approach to Faculty and Staff Development. Author: Gilley, Jerry W.; Callahan, Jamie Availability: Journal Citation: International Journal of Educational Reform, v9 n4 p298-310 Oct 2000 Publication Date: 2000 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2001 Abstract: Faculty and staff desire challenges contributing to their continuous growth and development. School systems can better retain talented teachers by establishing performance goals, providing performance coaching, conducting developmental evaluations, building professional growth and development partnerships, creating supportive work environments, and sponsoring and rewarding performance improvement and change. (Contains 34 references.) (MLH) Descriptors: Beliefs; Elementary Secondary Education; Incentives; *Instructional Improvement; Models; Role Perception; Self Esteem; *Staff Development; *Supervisors; *Teacher Evaluation; *Teacher Supervision; Values; Work Environment Identifiers: *Coaching; *Performance Based Objectives EJ621259 EA537934 Skilled Supervision Is Interpersonal. Author: Johnson, Patsy E. Availability: Journal Citation: International Journal of Educational Reform, v9 n4 p292-97 Oct 2000 Publication Date: 2000 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2001 Abstract: Builds on Duncan Waite's supervisory mission (improving the total teaching/learning situation) by focusing on the dyadic interaction between positively oriented supervisors and the teachers they supervise. Action dimensions vital to accomplishing change include power/dependence relationships, social influences, and effective communicator styles. (Contains 33 references.) (MLH) Descriptors: *Conflict; Elementary Secondary Education; Instructional Improvement; *Interpersonal Relationship; *Power Structure; *Social Influences; *Teacher Response; *Teacher Supervision EJ621258 EA537933 Identity, Authority, and the Heart of Supervision. Author: Waite, Duncan Availability: Journal Citation: International Journal of Educational Reform, v9 n4 p282-91 Oct 2000 Publication Date: 2000 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2001 Abstract: Discusses types of authority (bureaucratic, personal, technical-rational, professional, moral, cultural, and ideological) and their implications for teacher supervision. Supervision is a helping profession, in service of the teacher. The heart of supervision lies in its relationships and its mission to improve the total teaching/learning situation. (Contains 58 references.) (MLH) Descriptors: Educational History; Elementary Secondary Education; *Helping Relationship; Instructional Improvement; *Interpersonal Relationship; Models; *Professional Development; *Supervisors; *Teacher Supervision Identifiers: *Authority; *Professional Identity EJ620872 UD522749 Impact of Centralised Instructional Supervision on Teachers: A Case Study of a Private Secondary School in Turkey. Author: Collins, Ayse Bas Availability: Journal Citation: Mediterranean Journal of Educational Studies, v5 n2 p1-18 2000 Publication Date: 2000 ISSN: 1024-5375 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2001 Abstract: Examined implementation of centralized instructional supervision at a private Turkish secondary school, exploring administrators', department heads', and teachers' perceptions of this system's impact on all aspects of education. Results show that the system has deficiencies due to its judgmental, subjective nature and lack of adequate inspectors. It is considered an administrative assessment and does not provide formative support to teachers. (SM) Descriptors: Case Studies; Foreign Countries; Private Schools; Secondary Education; Teacher Improvement; *Teacher Supervision Identifiers: *Turkey EJ614114 CE536729 Leslie's Lament: How Can I Make Teacher Supervision Meaningful? Author: Rettig, Perry R. Availability: Journal Citation: Educational Horizons, v79 n1 p31-37 Fall 2000 Publication Date: 2000 ISSN: 0013-175X Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJAPR2001 Abstract: Describes how an elementary principal dealt with her role of supervising and evaluating the teachers in her school. (JOW) Descriptors: *Administrator Role; Elementary Education; *Leadership Qualities; *Principals; *Teacher Evaluation; *Teacher Supervision EJ610407 SE563878 Who's the Mentor? Availability: National Education Association, 1201 16th Street, N.W., Washington, DC 20036-3290. Journal Citation: NEA Today, v18 n6 p8-10 Mar 2000 Publication Date: 2000 ISSN: 0734-7219 Language: English Document Type: Guides--Classroom--Teacher (052); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJAN2001 Abstract: Contends that first-year teachers and mentor teachers can each learn from the other. Describes some effective first-year/mentor teacher relationships, and gives tips for working together to new and experienced teachers. (WRM) Descriptors: *Beginning Teacher Induction; *Beginning Teachers; *Classroom Techniques; Elementary Secondary Education; *Master Teachers; Teacher Effectiveness; Teacher Motivation; *Teacher Supervision; Teaching Methods EJ607981 EA537324 The Executive Teacher: Why Schools Should Consider Marketplace Pay. Author: Bainbridge, William L. Availability: Journal Citation: American School Board Journal, v187 n7 p54-55 Jul 2000 Publication Date: 2000 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC2000 Abstract: Weak teachers are too often transferred; tenure is bargained rather than earned; and good teachers go unrewarded. Human-resources practices used by businesses and colleges (peer review, merit pay, a revamped work year, and marketplace pay for teachers in shortage areas) need to be revisited. (MLH) Descriptors: Business; Elementary Secondary Education; Higher Education; *Incentives; Merit Pay; *Peer Evaluation; *Promotion (Occupational); *Teacher Salaries; *Teacher Supervision Identifiers: *Professionalism EJ603319 EA537023 Ascending the ELPs to Excellence in Your District's Teacher Evaluation. Author: Ribas, William B. Availability: Journal Citation: Phi Delta Kappan, v81 n023 p585-89 Apr 2000 Publication Date: 2000 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2000 Abstract: An effective systemwide teacher supervision and evaluation program can be developed only if district leaders (representing the school committee, administration, and teacher association) carefully attend to the ELPS (the educational, legal, public-relations, and social/emotional components of the process). A Massachusetts district's experience is described. (MLH) Descriptors: Elementary Secondary Education; *Evaluation Methods; Legal Responsibility; Program Development; Public Relations; Social Influences; Standards; *Teacher Evaluation; *Teacher Supervision; Unions Identifiers: Brookline Public Schools MA EJ603257 EA536926 Alternative Approaches to Supervision: Cases from the Field. Author: Sullivan, Susan; Glanz, Jeffrey Availability: Journal Citation: Journal of Curriculum and Supervision, v15 n3 p212-35 Spr 2000 Publication Date: 2000 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP2000 Abstract: Using case studies, examines five alternative supervisory approaches based in both theory and practice: mentoring, peer coaching, portfolios for differentiated supervision, peer assessment, and action research. Collaborative relationships, shared decision making, reflective listening and practice, and enabling administrative leadership were essential ingredients. (Contains 37 references.) (MLH) Descriptors: *Action Research; *Case Studies; Elementary Secondary Education; Evaluation Methods; *Mentors; *Peer Evaluation; *Portfolios (Background Materials); *Teacher Supervision; Theory Practice Relationship Identifiers: New Jersey; New York; *Peer Coaching; Reflective Practice EJ599095 EA536773 Supervising Emergency Credentialed Teachers. Author: Neu, Beverly; Hale, Walt Availability: Association of California School Administrators, 1517 L Street, Sacramento, CA 95418; Tel: 800-672-3494 (Toll Free); Internet: www.acsa.org. Journal Citation: Thrust for Educational Leadership, v29 n3 p38-39 Jan-Feb 2000 Publication Date: 2000 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL2000 Abstract: Teachers assigned to teach on an emergency credential are severely challenged by inadequate understanding of classroom management techniques and instructional methods. Also, California's Beginning Teacher Support and Assessment Program is not available to these teachers. This article outlines criteria for principals to include in an inservice program. (MLH) Descriptors: *Beginning Teachers; *Classroom Techniques; Elementary Secondary Education; *Inservice Education; *Principals; *Teacher Supervision; Teaching Methods; Training Identifiers: *California; *Emergency Teacher Certification EJ598994 EA536668 Reconceptualizing Instructional Supervision for 3rd Millennium School Systems. Author: Duffy, Francis M. Availability: Journal Citation: Journal of Curriculum and Supervision, v15 n2 p123-45 Win 2000 Publication Date: 2000 ISSN: 0882-1232 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL2000 Abstract: Using the literature and experiences of theorists and practitioners from several interrelated areas (knowledge work, organization learning/development, sociotechnical systems design, and quality improvement), this article proposes a new instructional supervision paradigm called Knowledge Work Supervision aimed at improving school systems' knowledge-work processes, social architecture, and environmental relationships. (Contains 43 references.) (MLH) Descriptors: *Educational Environment; Elementary Secondary Education; *Instructional Improvement; *Organizational Development; Social Networks; *Teacher Supervision; *Theory Practice Relationship; *Work Environment Identifiers: *Knowledge Work Supervision; Learning Communities; *Paradigm Shifts EJ589458 EA536129 Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives. Author: Blase, Joseph; Blase, Jo Availability: Journal Citation: Educational Administration Quarterly, v35 n3 p349-78 Aug 1999 Publication Date: 1999 ISSN: 0013-161X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2000 Abstract: Describes everyday strategies of principals practicing exemplary instructional leadership and how these principals influenced teachers, drawing on survey data from a qualitative study of over 800 teachers. Inductive data analyses generated two major themes, comprising 11 strategies that were used to construct the Reflection-Growth model of instructional leadership. (100 references) (MLH) Descriptors: Elementary Secondary Education; *Instructional Leadership; *Principals; *Professional Development; Questionnaires; Reflective Teaching; *Teacher Administrator Relationship; Teacher Response; *Teacher Supervision; Teacher Surveys EJ589399 EA536069 The Impact of Peer and Principal Collaborative Supervision on Teachers' Trust, Commitment, Desire for Collaboration, and Efficacy. Author: Nicklaus, Janice; Ebmeier, Howard Availability: Journal Citation: Journal of Curriculum and Supervision, v14 n4 p351-78 Sum 1999 Publication Date: 1999 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2000 Abstract: Estimated collaborative supervision's effects on five teacher affective variables (commitment to teaching, commitment to school, trust in administration, trust in teachers, and desire for collaboration) and two personal-decision variables (efficacy expectations and outcome expectations). Teacher implementations favored collaboration and commitment to teaching variables; principal implementations favored all variables. (50 references) (MLH) Descriptors: Elementary Secondary Education; Leadership Styles; *Principals; *Self Efficacy; *Teacher Administrator Relationship; *Teacher Collaboration; *Teacher Supervision; *Trust (Psychology) Identifiers: *Collaborative Supervision EJ585619 EA535865 Jump-Starting a New Principalship. Author: Quinn, Terrence; Troy-Quinn, Dolores Availability: Journal Citation: Principal, v78 n5 p22-23,26 May 1999 Publication Date: 1999 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJDEC1999 Abstract: New principals need a game plan for an orderly transition. This article outlines a plan organized by seven significant areas of school leadership: administration, curriculum and instruction, professional development and supervision, staffing, student issues, student activities, and communication with important school constituencies. Being organized is essential. (MLH) Descriptors: *Administrative Principles; *Beginning Principals; Elementary Education; *Leadership Responsibility; *School Administration; *Teacher Supervision; *Time Management EJ579356 EA535340 Differentiated Supervision: A New Approach. Author: Rettig, Perry R. Availability: Journal Citation: Principal, v78 n3 p36-39 Jan 1999 Publication Date: 1999 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP1999 Abstract: In 1992, a group of teachers, principals, and central-office administrators at a Wisconsin elementary school developed an effective differentiated teacher-supervision process. Teachers enjoy the flexibility of choosing among three options: a cooperative-clinical supervision group, a self-directed group, and a collegial professional-development group. (MLH) Descriptors: Clinical Supervision (of Teachers); Collegiality; Elementary Education; Feedback; Individual Differences; Models; Professional Development; *Teacher Evaluation; *Teacher Supervision Identifiers: *Wisconsin (Sheboygan) EJ575247 EA535210 Facilitating Success for New Teachers. Author: Weasmer, Jerie; Woods, Amelia Mays Availability: Journal Citation: Principal, v78 n2 p40-42 Nov 1998 Publication Date: 1998 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: To help beginning teachers succeed, principals should identify individual teachers' strengths and weaknesses during the interviewing/hiring stage, balance neophytes' workloads, limit their extracurricular activities, establish expectations, select veteran mentors, offer informal formative assessment, be specific about classroom observations, and provide periodic written feedback. Assessments should consider teaching inexperience. (MLH) Descriptors: *Administrator Responsibility; *Beginning Teachers; Elementary Education; Extracurricular Activities; Feedback; Interviews; Mentors; *Principals; Scheduling; Teacher Evaluation; Teacher Orientation; Teacher Placement; *Teacher Supervision; Teaching Experience EJ571811 EA535012 The Paradox of School Leadership. Author: Eden, Devorah Availability: Journal Citation: Journal of Educational Administration, v36 n3-4 p249-61 1998 Publication Date: 1998 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY1999 Abstract: Principals operate in a tightly regulated system while attempting to lead teachers toward voluntary extracurricular activities. According to a case study of an Israeli senior school, leaders resolve this paradox by mobilizing teachers via behavior- and cognition-shaping strategies which cause them to redefine their work. Administrators succeed when sensibly combining transactional and transformational leadership styles. (23 references) (MLH) Descriptors: *Bureaucracy; Case Studies; *Educational Administration; Extracurricular Activities; Foreign Countries; High Schools; *Leadership Styles; *Principals; Teacher Motivation; *Teacher Supervision; *Work Environment Identifiers: *Israel; Management Practices; Transactional Leadership; Transformational Leadership EJ571791 EA534952 At Cross-Purposes: What Do Teachers Need, Want, and Get from Supervision? Author: Zepeda, Sally J.; Ponticelli, Judith A. Availability: Journal Citation: Journal of Curriculum and Supervision, v14 n1 p68-87 Fall 1998 Publication Date: 1998 ISSN: 0882-1232 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY1999 Abstract: Surveyed 114 teachers regarding their supervisory needs, wants, and expectations. Writing exercises revealed teachers' perceptions of best and worst experiences and of administrator behaviors. Respondents viewed "best" supervision as validation, empowerment, visible presence, coaching, and professionalism vehicle and "worst" supervision as dog-and-pony-show, weapon, meaningless routine, fix-it list, and unwelcome intervention. (48 footnotes) (MLH) Descriptors: *Administrator Behavior; Elementary Secondary Education; Surveys; *Teacher Administrator Relationship; *Teacher Response; *Teacher Supervision; Writing Exercises Identifiers: *Oklahoma; *Texas EJ568565 EA534813 Implementation Effects of a Program for the Training of Coaching Skills with School Principals. Author: Veenman, Simon; Visser, Yvonne; Wijkamp, Nicole Availability: Journal Citation: School Effectiveness and School Improvement, v9 n2 p135-56 Jun 1998 Publication Date: 1998 ISSN: 0924-3453 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR1999 Abstract: Discusses implementation effects of a program for training Dutch primary school principals in teacher coaching techniques. Results found a significant treatment effect for coaching skills concerned with developing autonomy (empowerment), feedback, and agreement on teacher-observation goals. Ratings from coached teachers valued coaching skills concerned with developing improvement plans. (42 references) (MLH) Descriptors: Classroom Observation Techniques; Empowerment; Feedback; Foreign Countries; Primary Education; *Principals; Program Effectiveness; Program Implementation; *Teacher Supervision; *Training; *Tutoring Identifiers: *Netherlands EJ566164 CS755532 Appraisal/Supervision as a Rational Process with Teaching as the Central Focus. Author: Scott, Fentey B. Availability: Journal Citation: Clearing House, v71 n3 p169-74 Jan-Feb 1998 Publication Date: 1998 ISSN: 0009-8655 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN1999 Abstract: Offers a tri-modal conceptualization of appraisal/supervision, discussing: (1) appraisal/supervision as a rational five-phase process mediated by the environment within which it occurs; (2) the integrative setting needed for effective supervision and appraisal; and (3) operationalizing the process through a series of activities involving an appraisal plan, pre-observation conference, classroom observation and data gathering, data analysis, and a feedback conference. (SR) Descriptors: Elementary Secondary Education; Instructional Improvement; Models; *Teacher Administrator Relationship; *Teacher Evaluation; Teacher Improvement; *Teacher Supervision EJ562519 EA534481 On Becoming a Peer Coach: Practices, Identities, and Beliefs of Inexperienced Coaches. Author: Perkins, Sally J. Availability: Journal Citation: Journal of Curriculum and Supervision v13 n3 p235-54 Spr 1998 Publication Date: 1998-00-00 ISSN: ISSN-0882-1232 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1998 Abstract: Describes skills, relationships, and beliefs disclosed by six voluntary teacher participants in a peer coaching workshop. Participants had difficulty with all the communication and agenda skills they were trained in. They asked few open-ended questions, paraphrased infrequently, and used few facilitative probes. Instead, they used evaluation, close-ended questions, and negative presuppositions. Training implications are discussed. (27 footnotes) (MLH) Descriptors: Beliefs; Case Studies; Elementary Education; *Peer Teaching; Qualitative Research; *Teacher Behavior; *Teacher Supervision; Training; Workshops Identifiers: *Peer Coaching DocumentsED469715 SP041058Facilitating Teacher Development through Supervisory Class Observations. Author: Dudney, Grazyna M. Availability: AACTE Publications, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Fax: 202-457-8095; Web site: http://www.aacte.org. Publication Date: 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUN2003 Abstract: This paper describes an approach to teacher evaluation intended to establish a meaningful link between classroom observations and teacher development. In this approach, observations are always announced. They last for the duration of the teaching hour and constitute one link in a three-part observation cycle. The pre-observation session with the teacher is intended to negotiate the observation focus and decide upon a data gathering method. The observation is intended to compile data about the lesson, emphasizing the previously selected observation focus. The post-observation conference, which should occur within 2-3 days, is devoted to interpreting data gathered during the observation. This approach to observation is cyclical, systematic, and purposeful, ensuring a meaningful link between observations and allowing the supervisor and teacher to identify specific areas for observation and follow-up activities based on the individual teacher's needs and abilities. The process uses regular class visits as the foundation for formative and individualized long-term planning of teacher development. The core of the teacher's annual appraisal is derived by examining progress made from the beginning of the process to the point at which the rating is due. (SM) Geographic Source: U.S.; California ED467734: No data available. ED466705 SP040961 Supervision in Restructured Alberta: Policy Learning, Shifting Images and Professional Growth. Author: Brandon, Jim Availability: For full text: http://www.nasulgc.org/publications/publications.asp. Publication Date: April 03, 2002 Language: English Document Type: Information Analysis (070); Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEFEB2003 Descriptors: Educational Change; *Educational Policy; Elementary Secondary Education; Faculty Development; Foreign Countries; Higher Education; *Teacher Evaluation; Teacher Improvement; *Teacher Supervision Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: Canada; Alberta ED466705 SP040961 Supervision in Restructured Alberta: Policy Learning, Shifting Images and Professional Growth. Author: Brandon, Jim Availability: For full text: http://www.nasulgc.org/publications/publications.asp. Publication Date: April 03, 2002 Language: English Document Type: Information Analysis (070); Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEFEB2003 Descriptors: Educational Change; *Educational Policy; Elementary Secondary Education; Faculty Development; Foreign Countries; Higher Education; *Teacher Evaluation; Teacher Improvement; *Teacher Supervision Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Geographic Source: Canada; Alberta ED457159 SP040263 What Are the "Right" Questions and the "Right" Answers in Teaching Practice Supervision? Author: Jyrhama, Riitta Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: September 2001 Language: English Pages: 19 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEFEB2002 Abstract: This paper links the problem of questioning and answering in student teacher supervision with teachers' pedagogical thinking. The first section discusses whether asking the right questions or giving the right answers is more important and what is actually involved when the questions and answers are correct. The second section discusses the difference between professional development that follows a set pattern and professional development that promotes reflective thinking. The third section examines direct versus indirect supervision. The fourth section considers whether supervisor advice is actually useful, providing data from research on the advice and guidelines given to Finnish student teachers by their supervisors. The data showed that student teachers asked for, and supervisors gave, advice and guidelines. About 60 percent of the students considered the advice practical, and a small percentage of the students considered it useless. The fifth section concludes that the right questions are "why" questions, which make students justify their actions and which direct students' attention to relevant points regarding successful teaching. The right answers are the guidelines that supervisors give students to help them progress, following a careful evaluation of a situation. (Contains 47 references.) (SM) Descriptors: Elementary Secondary Education; Feedback; Foreign Countries; Higher Education; Preservice Teacher Education; *Questioning Techniques; *Reflective Teaching; Student Teacher Supervisors; *Teacher Supervision; Teaching Methods Identifiers: Finland; *Reflective Thinking Descriptive Terms: Paper presented at the Annual Meeting of the International Study Association on Teachers and Teaching (Faro, Portugal, September 21-25, 2001). Geographic Source: Finland ED447110 SP039590 Supervision in Practice: 3 Steps to Improving Teaching and Learning. Author: Glanz, Jeffrey; Sullivan, Susan Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218; Tel: 805-499-9774; Fax: 800-4-1-SCHOOL; E-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. Publication Date: 2000 ISBN: 0-7619-7736-8 Language: English Pages: 185 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEAPR2001 Abstract: This book and its accompanying video highlights three interpersonal approaches to instructional improvement, observation skills, and the complete reflective clinical supervision process. Based on the principles of reflective practice, the kit is a professional development tool for educational leaders and staff members. Chapter 1, "Cycles of Professional Development," provides the framework for the staff development process recommended in the manual and outlines the different cycles that can be offered. Chapter 2, "Materials That Support the Professional Development Cycles," expands on the materials presented in the various cycles. If offers some background on listening and communication skills, feedback approaches, and the clinical supervision cycle, and it includes examples of all of the observation tools that participants use in the workshops. Chapter 3, "Alternative Approaches to Supervision and Next Steps," introduces six alternative approaches to classroom supervision (cognitive coaching, mentoring, peer coaching, portfolios for differentiated supervision, peer assessment, and action research) and helps participants formulate their ideas and beliefs about supervision and think about next steps. Four resources include: workshop overheads, observation practice sheets, a feedback form, and crib cards. (Contains 102 references.) (SM) Descriptors: Action Research; Communication Skills; Educational Improvement; Elementary Secondary Education; *Faculty Development; Feedback; Inservice Teacher Education; Interpersonal Competence; Listening Skills; Mentors; Observation; Peer Evaluation; Portfolio Assessment; Reflective Teaching; *Teacher Improvement; *Teacher Supervision Identifiers: Peer Coaching Target Audience: Teachers; Administrators; Practitioners Geographic Source: U.S.; California ED435470 PS028043 Supervision in Early Childhood Education: A Developmental Perspective. Second Edition. Early Childhood Education Series. Author: Caruso, Joseph J.; Fawcett, M. Temple Availability: Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($21.95). Tel: 800-575-6566 (Toll Free). Publication Date: 1999 ISBN: 0-8077-3852-2 Language: English Pages: 256 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEAPR2000 Abstract: Written for practitioners who must supervise early childhood staff from a wide variety of educational and cultural backgrounds, this book provides guidelines and practical suggestions for staff training and development in early childhood settings. Part 1 challenges myths regarding supervision to ease the burden under which supervisors carry out their work, and describes various types of early childhood programs and their personnel. Part 2 explores the development of supervisors and supervisees, their relationship to each other, and implications for planning supervisory approaches. Part 3 offers basic information and suggestions for observing, holding conferences, and evaluating staff within the context of a clinical supervision approach. Part 4 examines significant issues that affect staff morale and effectiveness, presents suggestions for designing various types of staff development and training, and includes some specific tools for putting these plans into practice. Each chapter includes exercises for applying the concepts covered in that chapter. Three appendices list recommendations for responding to linguistic and cultural diversity, organizational resources, and CDA competency goals and functional areas. (Contains approximately 180 references and an index.) (KB) Descriptors: *Clinical Supervision (of Teachers); Day Care; *Early Childhood Education; Evaluation Methods; Instructional Improvement; Personnel Evaluation; Professional Development; Staff Development; *Supervision; Supervisors; Supervisory Methods; Teacher Improvement; *Teacher Supervision; Training Identifiers: CDA; Child Development Associate; Project Head Start; *Supervisor Supervisee Relationship; Supervisory Conferences Target Audience: Practitioners Geographic Source: U.S.; New York ED433339 SP038758 Supervision That Improves Teaching: Strategies and Techniques. Author: Sullivan, Susan; Glanz, Jeffrey Availability: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320; Tel: 805-499-9774; Fax: 805-499-5323; e-mail: order@corwinpress.com ($29.95). Publication Date: 2000 ISBN: 0-8039-6725-X Language: English Pages: 211 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEJAN2000 Abstract: This book offers a plan for improved classroom practice through the supervisory process. It includes hands-on practices for developing a personalized supervision strategy, research-based and empirically tested strategies, field-tested tools and techniques for qualitative and quantitative observation, a comprehensive resource of traditional and alternative supervisory structures, and reproducible summary sheets, observation cards, and crib cards. Chapter 1, "The Changing Context of Supervision," provides a historical and theoretical framework for supervision. Chapter 2, "Three Interpersonal Approaches to Supervision," offers basic interpersonal tools for initiating and providing feedback on classroom observations. Chapter 3, "Observation Tools and Techniques," reviews 14 classroom observation tools and techniques in a way that allows readers to practice them in the college classroom and on site. Chapter 4, "An Introduction to Clinical Supervision," integrates the previously learned observation tools and techniques and feedback approaches into the clinical supervision cycle framework. Chapter 5, "Alternative Approaches: Case Studies and Implementation Guidelines," presents six alternative approaches to supervision along with authentic case studies. Chapter 6, "Supervision to Improve Classroom Instruction: Next Steps," encourages readers to create their own personal supervisory platform and offers a guide to facilitate the development of a collaborative site vision and plan for supervision. Included are guidelines for discussion exercises and observation practice sheets. (SM) Descriptors: Administrators; *Classroom Observation Techniques; Elementary Secondary Education; Feedback; Higher Education; *Leaders; *Supervisors; Supervisory Training; *Teacher Evaluation; Teacher Improvement; *Teacher Supervision; Teachers; Teaching Skills Descriptive Terms: Foreword by Karen Osterman. Target Audience: Administrators; Practitioners; Teachers Geographic Source: U.S.; California ED429038 SP038367 Diversifying Supervision for Maximum Professional Growth: Is a Well-Supervised Teacher a Satisfied Teacher? Author: Robinson, Sylvia G. Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: November 1998 Language: English Pages: 21 Document Type: Reports--General (140); Speeches/meeting papers (150) Journal Announcement: RIEAUG1999 Abstract: This paper examines the relationship between various characterizations of the clinical supervision model and teacher job satisfaction. The first part of the paper describes teacher job satisfaction and looks at the history and meaning of clinical supervision. The next part of the paper describes Barbara Pavan's (1993) revised clinical supervision model, making suggestions for modification that would encourage administratively controlled elements of teacher job satisfaction. The model includes five phases: planning for the actual observation, observation, analysis of collected data, the feedback conference, and individual or joint examination of all cycle elements, with a focus on analyzing the supervisor's role. The paper discusses four studies, two of which outlined working models of teacher empowerment and two of which described successful models that incorporated clinical supervision practices. The four studies exemplify a movement to develop a supervision model that will improve teaching practice and indirectly improve teachers' job satisfaction. The paper suggests that if administrators can modify clinical supervision practices to increase teacher job satisfaction, then more satisfied teachers would continue to improve their instructional practices. In turn, the result of such a system would provide an exemplary learning environment in which students could more easily achieve academic success. (Contains 19 references.) (SM) Descriptors: Administrator Responsibility; *Clinical Supervision (of Teachers); Elementary Secondary Education; Faculty Development; *Job Satisfaction; Teacher Empowerment; *Teacher Evaluation; Teacher Improvement; Teachers Descriptive Terms: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, Nov 4-6, 1998). Geographic Source: U.S.; Mississippi ED426049 SP038251 Teachers and the Roles of the Inspectors in Centralized Turkish Primary Schools. Author: Akbaba, Sadegul Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: August 1997 Language: English Pages: 18 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEMAY1999 Abstract: This study investigated the expectations that Turkish primary school teachers had regarding classroom supervision by primary education supervisors, focusing on differences by teachers' gender, job experience, level of education, and frequency of supervision. A questionnaire was administered to 501 elementary school teachers (155 male, 334 female, 12 missing) from 27 randomly selected schools in five districts of Ankara, Turkey. The questionnaire consisted of two parts. The first part asked the teacher's gender, level of education, job experience, and frequency of supervision. The second part asked 59 questions about the teacher's expectations. Data analysis indicated that there was a significant difference in the expectations of elementary school teachers with respect to gender. However, there were no significant differences in their expectations of classroom supervision related to level of education, job experience, or frequency of supervision. Teachers felt that supervisors were more concerned with strict control, investigation, evaluation, and inspection than with guidance and improvement. Also, they believed that supervisors did not follow supervisory guidelines but instead supervised the way they wanted to. Teachers were not aware of all the regulations related to supervision. The researcher concludes that 1-hour classroom observation is not enough to evaluate or guide teachers, and the evaluation system needs improvement. (Contains 18 references.) (SM) Descriptors: Elementary Education; *Elementary School Teachers; Foreign Countries; *Supervisors; *Teacher Attitudes; Teacher Characteristics; Teacher Competencies; *Teacher Supervision Identifiers: *Turkey Descriptive Terms: Paper presented at the Annual Conference of the National Council of Professors of Educational Administration (51st, Vail, CO, August 12-16, 1997). Geographic Source: Turkey ED421798 EA029224 Knowledge Work Supervision: Transforming School Systems into High Performing Learning Organizations. Author: Duffy, Francis M. Availability: EDRS Price MF01/PC01 Plus Postage. Journal Citation: International Journal of Educational Management, v11 n1 p26-31 1997 Publication Date: 1997 ISSN: 0951-354X Language: English Pages: 7 Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: RIEJAN1999 Abstract: This article describes a new supervision model conceived to help a school system redesign its anatomy (structures), physiology (flow of information and webs of relationships), and psychology (beliefs and values). The new paradigm (Knowledge Work Supervision) was constructed by reviewing the practices of several interrelated areas: sociotechnical systems design, knowledge work, quality improvement, business-process reengineering, and organization development. The paradigm is powered by three key players: an organizationwide steering committee providing strategic leadership, school-based redesign management teams providing tactical leadership for the redesign initiative, and knowledge-work supervisors skilled in the organizational redesign process. There are four phases: preparing, redesigning for high performance, achieving performance and diffusion, and continually improving schooling. Each phase has several supervisory activities. Knowledge Work Supervision helps a school system develop redesign proposals tailored to its environment, work system, and social architecture, not to what faddists or government bureaucrats deem appropriate. The paradigm is complex, because school systems are complex. It offers a systematic way to examine this complexity to determine which variables affect organizational performance. (Contains 26 references.) (MLH) Descriptors: Elementary Secondary Education; *Instructional Improvement; Models; *School Effectiveness; *School Organization; *Teacher Supervision Identifiers: *Knowledge Work Supervision; *Learning Organizations; Paradigm Shifts Geographic Source: U.S.; Maryland |