TITLE Diversifying Supervision for Maximum Professional Growth: Is a Well-Supervised Teacher a Satisfied Teacher?

This paper examines the relationship between various characterizations of the clinical supervision model and teacher job satisfaction. The first part of the paper describes teacher job satisfaction and looks at the history and meaning of clinical supervision. The next part of the paper describes Barbara Pavan's (1993) revised clinical supervision model, making suggestions for modification that would encourage administratively controlled elements of teacher job satisfaction. The model includes five phases: planning for the actual observation, observation, analysis of collected data, the feedback conference, and individual or joint examination of all cycle elements, with a focus on analyzing the supervisor's role. The paper discusses four studies, two of which outlined working models of teacher empowerment and two of which described successful models that incorporated clinical supervision practices. The four studies exemplify a movement to develop a supervision model that will improve teaching practic