PDF release pending
ERIC Number: ED315914
Record Type: RIE
Publication Date: 1989
Reference Count: 0
The Principal and Supervision. Elementary Principal Series No. 4.
The fourth of six volumes in the "Elementary Principal Series," this booklet offers new principals a set of ideas, procedures, and examples associated with effective teacher supervision. The principal-teacher supervisory relationship has changed dramatically over recent years. The principal is no longer an inspector, but a colleague working with teachers to identify instructional problems, serve as a resource person, and assist in effecting change where appropriate. Although instructional supervision is a principal's most important responsibility, research indicates that building administrators spend less than 20 percent of their time in this endeavor. Principals' supervisory repsonsibilities include setting goals and objectives, deploying staff, observing teachers' instructional techniques, knowing the formal and informal curricula, overseeing special funded programs, maintaining staff morale, and managing staff development and teacher functions. The best instructional supervision approach is a five-step clinical supervision model featuring a preconference with the teacher, lesson observation, lesson analysis, the teacher conference, and the postconference analysis. When supervising instruction, the principal must consider cetain elements fundamental to the teaching/learning process: (1) student learning outcomes; (2) teaching behaviors; (3) teaching strategies; and (4) differing levels of teacher sophistication. Tips for managing time are provided, along with two appendices (a principal-peer evaluation form and a conference planning form) and a bibliography of 75 references. (MLH)
Descriptors: Administrator Responsibility, Collegiality, Elementary Education, Principals, Professional Development, Teacher Administrator Relationship, Teacher Supervision
Publication Sales, Phi Delta Kappa Educational Foundation, 8th and Union, Bloomington, IN 47402 ($2.00).
Publication Type: Reports - Evaluative; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.
Identifiers: Beginning Principals
Note: For other documents in the series, see EA 021 673-