TY  - JOUR
AB  - This was an exploratory study of problems encountered by aspiring
administrators or instructional supervisors as they conducted
instructional improvement conferences with teachers for the first time.
Twenty‐nine initiates from the University of Colorado preparation
programme were monitored routinely over two semesters. After class
instruction, monitoring and practice, initiates completed two formal
observation cycles. Analysis of data gathered and conference tapes
showed that only 10 per cent of the initiates demonstrated adequate
conferencing abilities. Identified problems included under‐analysis,
poorly focused strategising, lack of reflective discussion, and failure
to pursue the conference objective. Reasons are explored and related
recommendations for the preparation of initiates to practise direct
instructional assistance to teachers are given.
VL  - 29
IS  - 2
SN  - 0957-8234
DO  - 10.1108/09578239110005541
UR  - https://doi.org/10.1108/09578239110005541
AU  - Roberts Jo
PY  - 1991
Y1  - 1991/01/01
TI  - In Preparation for the Principalship: Initiates′ Problems
in Conducting Instructional Conferences
T2  - Journal of Educational Administration
PB  - MCB UP Ltd
Y2  - 2024/04/25
ER  -