ERIC Number: ED245401
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Glatthorn, Allan A.
Several years of research support a differentiated system of supervision in which teachers can choose from among four different supervision styles. With the clinical style, intense observation and feedback is conducted by a trained supervisor. Cooperative professional development consists of small teams of peers working together for their mutual growth. With self-directed development, the individual teacher assumes primary responsibility for his or her own growth. Administrative monitoring is a process by which the administrator conducts brief drop-in visits and conferences. Although research indicates that the differentiated system is feasible and has a positive effect on those who participate, it will not be effective in all schools or with all teachers. An implementation process that has been found to be generally effective is presented, but each school is encouraged to develop its own version of the system, after teachers, supervisors, and administrators have had an opportunity to discuss ideas and their own needs. (FWR)
Descriptors: Administrator Role, Cooperative Planning, Elementary Secondary Education, Individual Development, Master Teachers, Personal Autonomy, Self Directed Groups, Self Evaluation (Individuals), Supervision, Supervisor Qualifications, Supervisory Methods, Supervisory Training, Teacher Supervision
Publications, Association for Supervision and Curriculum Development, 225 North Washington Street, Alexandria, VA 22314 (ASCD Stock No. 611-84326; $8.50).
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: Association for Supervision and Curriculum Development, Alexandria, VA.