Model offered by Elizabeth Holloway. This approach describes five tasks for supervision: (1) clinical skill development; (2) case conceptualization; (3) modeling professional role functions; (4) consulting around emotional awareness; and (5) helping with self-evaluation.

Glickman in 1985 developed 5 tasks of supervision.
1. direct assistance
2. group development
3. Staff development
4. curriculum development
5. action research.

Practitioners then listed communication as most important followed by staff development. That seems right to me.

Shepard and Andrews 1989 research showed that instructional leadership had the most to do with improving in all areas. I always like an opinion backed up by good research.

The source shows a long list of things this helps. It's a pdf and scroll about 1/4 the way down.

1. Provide a safe learning environment
2. Set clear and obtainable boundaries
3. Build rapport
2. Build trust
3. Build pride

As I answered in one of previous questions where I had clarified this topic as well which I am repeating here.

The main five tasks in Supervison is:

* Having a single set of clear content standards to guide the development of curriculum and assessment

* Identifying targets for improvement in a few specific areas, such as in reading or math, and focusing attention and resources on the targets over time.

* Asking hard questions about the students who are successful and those who are not.

* Improving instruction through building teachers' knowledge and ability to reflect on their practice.

* Determining what students know through continuous assessments, while recognizing that the assessments we have are not yet the assessments we need.

Among all these I beleive the fourth point "Improving instruction through building teachers' knowledge and ability to reflect on their practice" is the most important as if teacher's knowledge is not adequete then all other tasks can never be achieved.