Abstract
In a report of a recent study on supervision, a survey of professors of indicated that providing assistance to teachers is essential to the improvement of educational programs.2 Teachers responding to the survey agreed that supervision should lead to assistance, but is usually synonymous with evaluation. These findings suggest a staff development program involving an interactive process between staff developer and teachers that leads to a better understanding and acceptance of individual teaching styles. This article focuses on one element of staff development and applies this process to the classroom observation.
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