Reviewed by Louise L. MacKay
Associate Professor of Educational Leadership and Policy Analysis, East Tennessee State University, Johnson City, Tenn.
The fourth edition of Techniques in the Clinical Supervision of Teachers offers a practical alternative for helping teachers improve classroom teaching, and it continues to be the most inclusive presentation of alternatives that I have ever used.
The format lends itself to both the novice as well as the experienced teacher through its many examples of specific methodology for meeting the individual needs of students and teachers.
The latest edition includes new scenarios and exercises that reflect current trends in teaching and learning. The format of the book is clear and easy to follow with the objectives defined at the beginning of each chapter in language that communicates clearly to the reader the model being demonstrated.
A major strength of the book is its many examples of meaningful data collection to help the teacher understand in an objective fashion exactly what needs to be monitored during a particular lesson.
Authors Keith Acheson and Meredith Gall conclude their new edition with worthwhile suggestions for those responsible for instructional leadership. The role, as they see it, should "permit someone to work with teachers in a way that will encourage them to reach their potential without the threat and apprehension that usually accompany supervision and evaluation."
(Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications (4th edition) by K.A. Acheson and M.D. Gall, Longman Publishers, 10 Bank St., White Plains N.Y. 10606, 1997, 265 pp. with index, $40.35 softcover)