An Analysis of the Supervisory Program for Language Arts in the H. S. Thompson Elementary School, Dallas, Texas

The purpose of this study has been to secure information relative to an analysis of the supervisory program for language arts in the H. S. Thompson Elementary School. To this effect, the problem has necessarily involved the study of the basic philosophies, objectives, principles and practices of supervision related to language arts in elementary schools generally and specifically in the H. S. Thompson Elementary School. In this analysis, the following questions were studied and answers sought for each in light of comparative and unique characteristics and qualities of supervisory programs: 1. What are some generally accepted supervisory concepts and practices in language arts? 2. What does the present supervisory program of the E. S. Thompson Elementary School consist of? 3. Does the supervisory program of the E. S. Thompson Elementary School give evidence of characteristics and qualities which are generally accepted for effective supervision in language arts? 4. What specific supervisory proposals and practices have contributed to the effectiveness of language arts in the H. S. Thompson Elementary School? This analysis of the supervisory program for language arts in the H. S, Thompson Elementary School has been limited to language arts for grades seven and eight. This study has also been confined to analyzing these practices and policies which were specifically a part of the supervisory program. No attempt has been made to analyze instructional procedures or techniques