ERIC Number: ED320285
Record Type: RIE
Publication Date: 1990-Apr
Reference Count: N/A
Identification of Dimensions of Supervisory Practice in Education: Reviewing the Literature.
Identification of the dimensions of effective supervisory practice is the focus of this literature review of the past 15 years. The two main objectives are to identify the knowledge, attitudes, and skills for effective educational supervision and to verify the importance of the knowledge, attitudes, and skills from a sample of practitioners. The literature review focuses on supervision textbooks and on research that examines the relationship between leadership in schools and instructional effectiveness. Knowledge, attitudes, and skills are classified into 12 categories representative of the dimensions of supervisory practice: (1) community relations; (2) staff development; (3) planning and change; (4) communication; (5) curriculum development and implementation; (6) improving the instructional program; (7) service to teachers; (8) observing and conferencing; (9) problem solving and decision-making; (10) research and program evaluation; (11) motivating and organizing; and (12) personal development. Identification of these dimensions legitimates the professional status of supervision in education. Practitioners must therefore strive for self-determination in establishing supervisory guidelines to avoid regulation by uninformed outside policymakers. (95 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). The research was funded by a grant from the Association for Supervision and Curriculum Development, Alexandria, VA.