Basic Guide to SuperVision and Instructional Leadership, The Plus MyEdLeadership Lab with Pearson eText -- Access Card Package
3rd Edition
Published on 3. August 2012
Book
Mixed media product
384 pages
978-0-13-315536-5 (ISBN)
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More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Weight
703 gr
ISBN-13
978-0-13-315536-5 (9780133155365)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Carl D. Glickman | Stephen P. Gordon | Jovita M. Ross-Gordon
The Basic Guide to Supervision and Instructional Leadership
Book
06/2008
2nd Edition
Pearson
€79.41
Article exhausted; check for reprint
Content
I. INTRODUCTION
1. SuperVision for Successful Schools
SuperVision: A New Name for a New Paradigm.
Supervisory Glue as a Metaphor for Success.
Organization of This Book.
Supervision and Moral Purpose.
References
II. KNOWLEDGE
2. The Norm: Why Schools Are as They Are
The Work Environment or Culture of Schools.
The Legacy of the One-Room Schoolhouse.
Blaming the Victim and Structural Strain.
Viewing School Culture in the Context of the Larger Culture.
References
3. The Exception: What Schools Can Be
Background to School Effectiveness Studies.
Early Effective Schools Research.
The Second Wave of Effective Schools Research.
Context Studies in Effective Schools Research.
Has Effective Schools Research Outlived Its Usefulness?
The Legacy of Effective Schools Research.
From Effective Schools to School Improvement.
A Cause Beyond Oneself.
Connecting School Improvement to the Local Community and Larger Society.
What to Do with Successful Schools Research: Some Propositions.
References
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
Adults as Learners.
Adult and Teacher Development.
References
5. Reflections on Schools, Teaching, and Supervision.
Effective and Good Schools: The Same?
Instructional Improvement and Effective Teaching.
Beliefs about Education.
Supervision Beliefs.
Supervisory Platform as Related to Educational Philosophy.
Checking Your Own Educational Philosophy and Supervisory Beliefs.
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
References
III. INTERPERSONAL SKILLS
6. Supervisory Behavior Continuum: Know Thyself
Outcomes of Conference.
Valid Assessment of Self.
Johari Window.
Cognitive Dissonance.
Comparing Self-Perceptions with Other Perceptions.
Comparing Self-Perceptions to Recorded Behaviors
References
7. Directive Control Behaviors
Directive Continum of Behaviors.
A History of Overreliance on Control.
When to Use Directive Control Behaviors.
Moving from Directive Control toward Directive Informational Behaviors.
References
8. Directive Informational Behaviors
Directive Continum of Behaviors.
Comparing Directive Control and Directive Informational Statements.
When to Use Directive Informational Behaviors.
Moving from Directive Informational toward Collaborative Behaviors.
Critical Reflection on Directive Informational Supervision
9. Collaborative Behaviors
Collaborative Continum of Behaviors.
Issues in Collaborative Supervision.
When to Use Collaborative Behaviors.
Moving from Collaborative toward Nondirective Behaviors.
Critical Reflection on Collaborative Supervision
10. Nondirective Behaviors
Nondirective Continum of Behaviors.
Initiating Nondirective Supervision.
Nondirective, Not Laissez Faire, Supervision.
Issues with Nondirective Supervision.
When to Use Nondirective Behaviors.
Critical Reflection on Nondirective Supervision
References
11. Developmental Supervision: Theory and Practice
Rationale for Developmental Supervision.
Applying Developmental Supervision.
Not Algorithms, But Guideposts for Decisions.
Scenario and Discussion: Inappropriate Use of Interpersonal Behaviors?
References
IV. TECHNICAL SKILLS
12. Assessing and Planning Skills
Assessing Time.
Changing Time Allocations: Planning.
Assessing and Planning within the Organization.
Ways of Assessing Needs.
Analyzing Organizational Needs.
Planning.
References
13. Observing Skills.
Formative Observation Instruments Are Not Summative Evaluation Instruments.
Ways of Describing.
Quantitative Observations.
Qualitative Observations.
Tailored Observation Systems.
Types and Purposes of Observations.
Cautions Concerning Observations
References
14. Research and Evaluation Skills
Judgments
Key Decisions in the Program Evaluation Process
Overall Instructional Program Evaluation.
Other Considerations for Evaluation
Teacher Evaluation
References
V. TECHNICAL TASKS OF SUPERVISION
15. Direct Assistance to Teachers
Clinical Supervision.
Comparing Clinical Supervision with Teacher Evaluation.
Integrating Clinical Supervision and Developmental Supervision.
Peer Coaching.
References
16. Group Development
Dimensions of an Effective Group.
Group Member Roles.
Dealing with Dysfunctional Members.
Resolving Conflict.
Preparing for Group Meetings.
References
17. Professional Development
Characteristics of Successful Professional Development Programs.
Integrating Schoolwide, Group, and Individual Professional Development.
Alternative Professional Development Formats.
Examples of Effective Professional Development Programs.
Stages of Professional Development.
The Nuts and Bolts.
Extending the Concept of Professional Development
Evaluating Professional Development Programs
Teachers as Objects or Agents in Professional Development.
References
18. Curriculum Development
Sources of Curriculum Development.
Legislated Learning
Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction.
What Should Be the Purpose of the Curriculum?
What Should Be the Content of the Curriculum?
How Should the Curriculum Be Organized?
In What Format Should the Curriculum Be Written?
Curriculum Format as Reflective of Choice Given to Teachers.
Relationship of Curriculum Purpose, Content, Organization, and Format.
Levels of Teacher Involvement in Curriculum Development.
Integrating Curriculum Format with Developers and Levels of Development.
Matching Curriculum Development with Teacher Development.
The Curriculum and Cultural Diversity
References
19. Action Research: The School as the Center of Inquiry
How Is Action Research Conducted?
A Developmental Approach to Action Research.
Action Research: Vehicle for a Cause beyond Oneself.
Examples of Action Research.
Expanding Boundaries: Alternative Approaches to Action Research
Shared Governance for Action Research.
Suggestions for Assisting Action Research.
Conclusion: Focus, Structure, and Time for Development.
References
VI. Cultural Tasks of Supervision
20. Facilitating Change
Education Change Theory
Change at the Individual Level
Changing the Conditions of Teaching
References
21. Addressing Diversity
Achievement Gaps Among Economic, Racial, and Ethnic Groups
A Societal or a School Problem?
Cultural Clashes
Culturally Responsive Teaching
Culturally Responsive Schools
Gender Equity
Equity for Sexual Minorities
Overarching Patterns
Connecting the Technical Tasks of Supervision to Cultural Responsiveness
References
22. Building Community
Democratic Community
Moral Community
Professional Learning Community
Community of Inquiry
Engagement with the Larger Community
Five Attributes, One Community
Conclusion
References
Appendix A: Review of Interpersonal Behavior in Four Supervisory Approaches.
Name Index
Subject Index
1. SuperVision for Successful Schools
SuperVision: A New Name for a New Paradigm.
Supervisory Glue as a Metaphor for Success.
Organization of This Book.
Supervision and Moral Purpose.
References
II. KNOWLEDGE
2. The Norm: Why Schools Are as They Are
The Work Environment or Culture of Schools.
The Legacy of the One-Room Schoolhouse.
Blaming the Victim and Structural Strain.
Viewing School Culture in the Context of the Larger Culture.
References
3. The Exception: What Schools Can Be
Background to School Effectiveness Studies.
Early Effective Schools Research.
The Second Wave of Effective Schools Research.
Context Studies in Effective Schools Research.
Has Effective Schools Research Outlived Its Usefulness?
The Legacy of Effective Schools Research.
From Effective Schools to School Improvement.
A Cause Beyond Oneself.
Connecting School Improvement to the Local Community and Larger Society.
What to Do with Successful Schools Research: Some Propositions.
References
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
Adults as Learners.
Adult and Teacher Development.
References
5. Reflections on Schools, Teaching, and Supervision.
Effective and Good Schools: The Same?
Instructional Improvement and Effective Teaching.
Beliefs about Education.
Supervision Beliefs.
Supervisory Platform as Related to Educational Philosophy.
Checking Your Own Educational Philosophy and Supervisory Beliefs.
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
References
III. INTERPERSONAL SKILLS
6. Supervisory Behavior Continuum: Know Thyself
Outcomes of Conference.
Valid Assessment of Self.
Johari Window.
Cognitive Dissonance.
Comparing Self-Perceptions with Other Perceptions.
Comparing Self-Perceptions to Recorded Behaviors
References
7. Directive Control Behaviors
Directive Continum of Behaviors.
A History of Overreliance on Control.
When to Use Directive Control Behaviors.
Moving from Directive Control toward Directive Informational Behaviors.
References
8. Directive Informational Behaviors
Directive Continum of Behaviors.
Comparing Directive Control and Directive Informational Statements.
When to Use Directive Informational Behaviors.
Moving from Directive Informational toward Collaborative Behaviors.
Critical Reflection on Directive Informational Supervision
9. Collaborative Behaviors
Collaborative Continum of Behaviors.
Issues in Collaborative Supervision.
When to Use Collaborative Behaviors.
Moving from Collaborative toward Nondirective Behaviors.
Critical Reflection on Collaborative Supervision
10. Nondirective Behaviors
Nondirective Continum of Behaviors.
Initiating Nondirective Supervision.
Nondirective, Not Laissez Faire, Supervision.
Issues with Nondirective Supervision.
When to Use Nondirective Behaviors.
Critical Reflection on Nondirective Supervision
References
11. Developmental Supervision: Theory and Practice
Rationale for Developmental Supervision.
Applying Developmental Supervision.
Not Algorithms, But Guideposts for Decisions.
Scenario and Discussion: Inappropriate Use of Interpersonal Behaviors?
References
IV. TECHNICAL SKILLS
12. Assessing and Planning Skills
Assessing Time.
Changing Time Allocations: Planning.
Assessing and Planning within the Organization.
Ways of Assessing Needs.
Analyzing Organizational Needs.
Planning.
References
13. Observing Skills.
Formative Observation Instruments Are Not Summative Evaluation Instruments.
Ways of Describing.
Quantitative Observations.
Qualitative Observations.
Tailored Observation Systems.
Types and Purposes of Observations.
Cautions Concerning Observations
References
14. Research and Evaluation Skills
Judgments
Key Decisions in the Program Evaluation Process
Overall Instructional Program Evaluation.
Other Considerations for Evaluation
Teacher Evaluation
References
V. TECHNICAL TASKS OF SUPERVISION
15. Direct Assistance to Teachers
Clinical Supervision.
Comparing Clinical Supervision with Teacher Evaluation.
Integrating Clinical Supervision and Developmental Supervision.
Peer Coaching.
References
16. Group Development
Dimensions of an Effective Group.
Group Member Roles.
Dealing with Dysfunctional Members.
Resolving Conflict.
Preparing for Group Meetings.
References
17. Professional Development
Characteristics of Successful Professional Development Programs.
Integrating Schoolwide, Group, and Individual Professional Development.
Alternative Professional Development Formats.
Examples of Effective Professional Development Programs.
Stages of Professional Development.
The Nuts and Bolts.
Extending the Concept of Professional Development
Evaluating Professional Development Programs
Teachers as Objects or Agents in Professional Development.
References
18. Curriculum Development
Sources of Curriculum Development.
Legislated Learning
Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction.
What Should Be the Purpose of the Curriculum?
What Should Be the Content of the Curriculum?
How Should the Curriculum Be Organized?
In What Format Should the Curriculum Be Written?
Curriculum Format as Reflective of Choice Given to Teachers.
Relationship of Curriculum Purpose, Content, Organization, and Format.
Levels of Teacher Involvement in Curriculum Development.
Integrating Curriculum Format with Developers and Levels of Development.
Matching Curriculum Development with Teacher Development.
The Curriculum and Cultural Diversity
References
19. Action Research: The School as the Center of Inquiry
How Is Action Research Conducted?
A Developmental Approach to Action Research.
Action Research: Vehicle for a Cause beyond Oneself.
Examples of Action Research.
Expanding Boundaries: Alternative Approaches to Action Research
Shared Governance for Action Research.
Suggestions for Assisting Action Research.
Conclusion: Focus, Structure, and Time for Development.
References
VI. Cultural Tasks of Supervision
20. Facilitating Change
Education Change Theory
Change at the Individual Level
Changing the Conditions of Teaching
References
21. Addressing Diversity
Achievement Gaps Among Economic, Racial, and Ethnic Groups
A Societal or a School Problem?
Cultural Clashes
Culturally Responsive Teaching
Culturally Responsive Schools
Gender Equity
Equity for Sexual Minorities
Overarching Patterns
Connecting the Technical Tasks of Supervision to Cultural Responsiveness
References
22. Building Community
Democratic Community
Moral Community
Professional Learning Community
Community of Inquiry
Engagement with the Larger Community
Five Attributes, One Community
Conclusion
References
Appendix A: Review of Interpersonal Behavior in Four Supervisory Approaches.
Name Index
Subject Index