Özet:

The main purpose of this study is to introduce alternative approaches in educational supervision. In this study; cognitive coaching, mentorship, peer supervision, portfolio evaluation, peer evaluation and action research are introduced as alternative supervision approaches and also it is aimed to make it clear what these approaches are, their benefits in supervising process and how they are used in practice different from traditional methods. It has been understood by this study that comparing to traditional approaches, alternative approaches are essential for supervisory process as they help teachers to understand themselves better, be aware of their self-efficacy, improve themselves in their work fields, have the sense of satisfaction with their work, share experiences on classroom practices, voice themselves comfortably, participate decisions, use personal autonomy and most importantly do their work meaningfully. In this process, it has been found out that it is necessary to create a supportive school setting, also to form the staff into reflective groups at school, urge team work and peer cooperation. Furthermore, with these new supervision approaches, negative perceptions of supervisory process are eliminated and supervisor’s role changes into counseling as it should be indeed. Key words: Peer supervision, cognitive coaching, mentorship, peer consultation, portfolio development, action research

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