In the early "20th century. In addition to the building principal, a new cadre of administrative officers emerged to assume major responsibility for day-to-day classroom supervision. Two specific groups of supervisors were commonly found in schools in the early 20th century...First, a special supervisor, most often female, was chosen by the building principal to help assist less experienced teachers in subject matter mastery. Special supervisors were relieved of some teaching responsibilities to allow time for these tasks, but no formal training was required. Larger schools, for example, had a number of special supervisors in each major subject area. Second, a general supervisor, usually male, was selected not only to deal with more general subjects such as mathematics and science but also to “assist” the principal in the more administrative, logistical operations of a school. The general supervisor, subsequently called vice principal or assistant principal, prepared attendance reports, collected data for evaluation purposes, and coordinated special school programs, among other administrative duties.
Special supervisors also probably gained more acceptance by teachers, most of whom were female, because they too were female. General supervisors were almost exclusively male and perhaps were perceived differently as a result. Frank Spaulding (1955), in his analysis of this period of time, concurred and stated that general supervisors “were quite generally looked upon, not as helpers, but as critics bent on the discovery and revelation of teachers’ weaknesses and failures . . . they were dubbed Snoopervisors” (p. 130). " (Sullivan, 11)