Provides a nonthreatening and collegial supervision model for teachers who do not see themselves as being able to profit from instructional improvement statements. Includes a diagram and six references. (Author/MD)

There is a natural link between clinical supervision and its current interest in effective teaching. Describes how the process affects practice in schools today. Lists Morris Cogan's eight phases of supervision and Madeline Hunter's seven steps in the development of an effective teaching lesson. Includes five references. (Author/MD)

Teacher evaluation models focusing exclusively on the quantitative recording and coding of observable behaviors may not assist teachers in improving the quality of their instruction. Teacher evaluation should place more emphasis on qualitative dimensions of what teachers say during instruction. Includes four references. (Author/MD)

Examines research supporting the term "teacher empowerment" and some of the implications that this term has for principals. Includes 23 references. (Author/MD)

The traditional theory of motivation that equates motivation with certain incentives is too simplistic. The people and situations involved must be taken into account. Describes a plan with five contingency factors that should be recognized. (Author/MD)

Although their goals may seem different, teachers and athletic coaches use the same approach to meet those goals. They can learn much from each other as they strive to bring out the best in students. (Author/MD)

The effectiveness of a teacher depends on students' social, economic, cognitive, psychological characteristics; grade level; and subject area. Failure to recognize these variables can distort research findings and recommended methods for good teaching. (Author/MD)

Many teachers indicate they would appreciate more administrator feedback about their classroom performance but don't receive it. Principals must take the time and effort to help teachers improve their instructional skills. Presents four findings from research on administrator feedback. Includes six references. (Author/MD)

The purpose and value of teacher observation is diminished if the post-observation conference is not well planned and productive. The observer must take into account the setting, the tone, and the messages conveyed. Includes advice on questioning strategies, data sharing, focusing strategies, and closure strategies. (Author/MD)

Effective communication is the key to holding successful administrator-teacher conferences. To improve the communication process and make conferences more effective, administrators should recognize teacher strengths and capitalize on them. Includes 11 references. (Author/MD)

Principals should be honest when writing letters of recommendation. To protect themselves from libel suits, they should follow a few simple rules that are outlined. (Author/MD)

Teachers often cite stress as a reason for leaving the teaching profession. Stress does not have to be a negative factor. Discusses ways that principals can use their leadership skills to make stress a positive force. Includes five references. (Author/MD)

Presents an outline of educational reform possibilities for administrators to be aware of and prepare for so they are not caught off guard in the current state and federal push for legislated educational reform. (MD)

Can principals' skills in instructional leadership help them to cope with stress? A group of exemplary principals is questioned about their coping mechanisms. Includes two tables and five references. (Author/MD)

Many educators believe in the stereotype that all Asian immigrants are model students. Many Asian students react to the public school system with bewilderment and/or disinterest. Discusses ways to understand the students better and to work with their parents to help Asian-immigrant students. Includes 16 references. (Author/MD)