Creative Problem Solving in Public School Supervision This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative ... Clinical Forum
Clinical Forum  |   July 01, 1989
Creative Problem Solving in Public School Supervision
 
Author Notes
  • David A. Shapiro is in the Program in Communication Disorders, School of Education and Psychology, Western Carolina University, Cullowhee, NC 28723. Requests for reprints may be sent to hint at this address. Nelson Moses is in the Department of Speech, Language, and Hearing Sciences, Rutgers University, New Brunswick, NJ 08904.
    David A. Shapiro is in the Program in Communication Disorders, School of Education and Psychology, Western Carolina University, Cullowhee, NC 28723. Requests for reprints may be sent to hint at this address. Nelson Moses is in the Department of Speech, Language, and Hearing Sciences, Rutgers University, New Brunswick, NJ 08904.×
Article Information
Clinical Forum
Clinical Forum   |   July 01, 1989
Creative Problem Solving in Public School Supervision
Language, Speech, and Hearing Services in Schools, July 1989, Vol. 20, 320-332. doi:10.1044/0161-1461.2003.320
History: Received December 19, 1988 , Accepted March 2, 1989
 
Language, Speech, and Hearing Services in Schools, July 1989, Vol. 20, 320-332. doi:10.1044/0161-1461.2003.320
History: Received December 19, 1988; Accepted March 2, 1989

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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