Ask any good teacher how he or she learned to be one, and the response is predictable: Someone helped the novice or fledgling teacher learn the "tricks of the trade." How can these experiences be translated into common practice? How can all teachers improve through the use of truly helpful interactions?
Get full access to this article
View all access options for this article.
References
1.
Bolin, F., and Panaritis, P. "Searching for a Common Purpose: A Perspective on the History of Supervision." In Supervision in Transition: The 1992 ASCD Yearbook, edited by C. Glickman.Alexandria, Va.: ASCD, 1992.
2.
Joyce, B., and Showers, B. "The Coaching of Teaching." Educational Leadership1(1982): 4-8.
3.
Joyce, B.; Showers, B.; Murphy, C.; and Murphy, J. "School Renewal as Cultural Change." Educational Leadership3(1989): 70-77.
4.
Goldhammer, R., et al. Clinical Supervision, 2d ed. New York: Holt, Rinehart and Winston, 1980.
5.
Little, J.The Power of Organizational Setting: School Norms and Staff Development . Los Angeles, Calif.: American Educational Research Association, 1981.
6.
Mohlman, G.Assessing the Impact of Three Inservice Teacher Training Models. New York: American Educational Research Association , 1982.
7.
Showers, B.Transfer of Training: The Contribution of Coaching. Eugene, Oreg.: Center for Educational Policy and Management, 1982.
