*The Roles, Challenges, and Needs of Principal Supervisors: A Case Study DOI: http://dx.doi.org/10.5772/intechopen.108834*

mostly the responsibility of the principal supervisor. They saw the creation of a safe atmosphere in which "mistakes [were] part of the learning process and relatively unimportant" as critical element of the evaluation process. During the individual interviews with principal supervisors, participants repeatedly noted that productive collaboration and learning during supervisory sessions was nonexistent when the environment was hostile or unsupportive.

Another consideration in setting the stage and tone for supervisory meetings is the personality and developmental level of the principals. Principal supervisor Maria recalled some principals who needed extra guidance and support while others felt more comfortable going about their business independently. In sessions with the most independent principals, Maria would allow them some additional space to make mistakes on their own to help them realize the value of being receptive and not overly confident in their ability to function alone. She expounded on the value of creating a non-threatening environment:

*If I cannot get them to understand why their next move is incorrect with my advice ... sometimes, I have to let them follow that path, an experience of failure for them to understand... Because if I say you must do it this way, then they will still be thinking I was wrong, that it would be better if we had done it this way. Sometimes, you have to let them learn from their mistakes.*

Principal supervisor Julia told her principals before every session, "This is your opportunity to be yourself and feel comfortable in sharing weaknesses and mistakes." She also underscored the value of establishing a secure environment where principals could be pushed while receiving guidance and assistance along the way. This sort of environment fostered "transparency," uncovered "weaknesses," and allowed for "emotional support" and "trust." Principal supervisor Bruno found that supervision was more effective when it was not a coercive activity; rather, it should be geared toward principal learning. "Non-threatening," yet "challenging" and "stimulating" supervision, is key to facilitating participation and engagement throughout the process of evaluation. Parylo et al. [37] also supported the notion that safe, non-threatening environments helped principals be more at ease, encouraged beneficial communication, and built trust.
