Search

Surveyed 114 teachers regarding their supervisory needs, wants, and expectations. Writing exercises revealed teachers' perceptions of best and worst experiences and of administrator behaviors. Respondents viewed "best" supervision as validation, empowerment, visible presence, coaching, and professionalism vehicle and "worst" supervision as dog-and-pony-show, weapon, meaningless routine, fix-it list, and unwelcome intervention. (48 footnotes) (MLH)

The unique needs of alternatively certified teachers merit a customized induction program. This paper presents data from a recent study of beginning alternatively certified teachers in Oklahoma, examining characteristics of the teachers studied, frustrations among new teachers, insufficient resources and materials, training needs, relationships with mentors and principals, and rewards. Implications for staff developers, principals, and mentors are presented. (SM)