Provides a theoretical rationale for honoring differences and distinctions between performance development and appraisal. Presents a Saskatchewan case study/field test of a differentiated approach that successfully used developmental supervisory styles (facilitating, collaborating, negotiating, or directing) to match each teacher's motivation and…

Describes one teacher's experiences in supervision as a school principal and a student teacher supervisor, examining why supervision has such a low priority despite its importance in teacher education. The paper questions how education will change if potentially symbiotic institutions do not intentionally construct mechanisms to improve good…

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…

Describes a public school-university collaboration in which graduate students in education work full-time in classrooms and are included in every facet of the school day, while veteran teachers play a major role in training these interns, and serve as supervisors and lecturers at twice-weekly college seminars. (SR)

Findings are reported from an investigation which assessed the extent to which the supervisory style used by secondary education preservice teacher supervisors during microteaching lessons contributed to the preservice teachers' understanding of various teacher-centered and student-centered teaching strategies. (IAH)

Reproduced are eight selected quotations from books and speeches by Donald A. Schon concerning teaching, teacher education, and supervision. Quotes summarize Schon's ideas on knowing-in-practice, on reflecting-in-action, on reflective research, on capitalizing on uncertainty, on comparing two epistemologies of practice, and on reflective…

Reflective practicums focus less on the design of a product and more on the relationship. Some of the problems are due to role frames and value systems. Solutions to these and other shortcomings are offered. (SI)

Presents a short biography of Helen Heffernan, who is remembered for her years of service in the California State Department of Education, during which she developed educational programs that significantly influenced public education at every level. Heffernan developed programs for rural education, progressive education, kindergarten and preschool…

This article takes issue with recent proposals to eliminate teaching experience as a requirement for principal certification. A principal relies on teaching experience in five areas: (1) employing teachers; (2) supervising instruction; (3) leading and managing teachers; (4) understanding and working with students; and (5) conferring with parents.…

Development of a policy for annual faculty appraisal discussions at New Zealand's University of Otago is described, tracing its evolution from the traditional faculty evaluation interviews. The role accorded to faculty development is examined, and the emphasis on a collegial rather than corporate view of university administration is noted. (MSE)

A study identified potential experiences influencing teaching assistants (TAs) either negatively or positively as they perform their tasks and decide whether to pursue college teaching. Results indicate TAs who plan to pursue college teaching as a career regard high-quality supervision as the single most positive influence on their decision.…

School administrators' failure to take action against teacher incompetence results in decreased student achievement, low teacher morale, diminished confidence in schools, teacher and administrator liability, and increased litigation. To break the cycle of "inarticulitis" (nonstraightforward communication about marginal performance), a new paradigm…

Reports a study that examined and considered improvements to supervision of Canadian beginning teachers during the three-year transition phase into formal teaching. Existing supervisory practice, as determined by a survey, was compared to that recommended in the literature. Results suggest a need for strong, collaborative supervision efforts…

Describes how Texas A&M University uses the Internet in preservice teacher education, explaining how to construct a basic interactive Web site, taking the concept of e-mail communication a step further to include use of the Internet to enhance student teaching supervision, and examining ways of troubleshooting common problems that may arise…

Through the use of videotaping and postconferencing via a telecommunication link, first-year North Carolina teachers received assistance from a support team composed of a site mentor and a university professor in a remote site. The paper describes the project and its results, which the participants considered a limited success. (SM)