SuperVision and Instructional Leadership
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This leading text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. The Enhanced Pearson eText features embedded video.
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More details
Persons
Stephen P. Gordon is a professor of Education and Community Leadership at Texas State University. He is author of the book Professional Development for School Improvement, co-author of the books The Basic Guide to Supervision and Instructional Leadership, and How to Help Beginning Teachers Succeed, and editor of the books Collaborative Action Research and Standards for Instructional Supervision: Enhancing Teaching and Learning. Dr. Gordon, the former director of the National Center for School Improvement, also was lead consultant for the ASCD video series Improving Instruction through Observation and Feedback.
Jovita M. Ross-Gordon is a professor of Adult, Professional and Community Education at Texas State University where she coordinates the MA in Adult Education. Dr. Ross-Gordon is the author, editor, or co-editor of several books including the 2010 Handbook of Adult and Continuing Education. She has also published numerous chapters and articles on the teaching and learning of adults. She is currently a Co-Editor of both Adult Education Quarterly and New Directions for Adult and Continuing Education, and has served in numerous leadership positions with professional organizations focusing on adult education.
Content
TABLE OF CONTENTS
About the Authors xiii
Preface xv
<i>
PART ONE
</i>Introduction 11 SuperVision for Successful Schools 3
SuperVision: A New Name for a New Paradigm 7
Supervisory Glue as a Metaphor for Success 9
Who Is Responsible for Supervision? 9
Supervision and Moral Purpose 12
Organization of This Book 13
</b>Reflective Exercise 15
<b><i>
PART TWO
</i>Knowledge 172 The Norm: Why Traditional Schools
Are as They Are 19
The Work Environment or Culture of Schools 20
The Legacy of the One-Room Schoolhouse 21
Cultures within Cultures 30
Blaming the Victim and Structural Strain 31
</b>Reflective Exercise 32
<b>
3 The Dynamic School 33
Shared Leadership, Collegiality, and Collaboration 34
A Cause beyond Oneself 35
Professional Development 36
Positive Learning Climate 37
Authentic Curriculum, Instruction, and Assessment 38
Democracy 39
Inquiry 40
Cultural Responsiveness 41
Partnerships and Networks 42
</b>Reflective Exercise 47
<b>
4 Adult and Teacher Development within
the Context of the School 48
Adults as Learners 49
Adult and Teacher Development 59
Development: Ebb and Flow 76
</b>Reflective Exercise 78
<b>
5 Reflections on Educational Beliefs, Teaching,
and Supervision 79
Instructional Goals and Effective Teaching 81
Expert Teachers 82
Beliefs about Education 84
Supervisory Beliefs 85
Supervisory Platform as Related to Educational Philosophy 87
Checking Your Own Supervisory Beliefs 91
What Does Your Belief Mean in Terms of Supervisor
and Teacher Responsibility? 91
</b>Reflective Exercise 96
<b><i>
PART THREE
</i>Interpersonal Skills 976 Supervisory Behavior Continuum:
Know Thyself 99
Outcomes of Conference 102
Valid Assessment of Self 103
Johari Window 104
Cognitive Dissonance 106
Comparing Self-Perceptions
with Others' Perceptions 107
Comparing Self-Perceptions to Recorded Behaviors 109
360-Degree Feedback 110
</b>Reflective Exercise 111
<b>
7 Directive Control Behaviors 113
A History of Overreliance on Control 116
Issues in Directive Control 118
When to Use Directive Control Behaviors 118
Moving from Directive Control toward Directive Informational Behaviors 119
</b>Reflective Exercise 120
<b>
8 Directive Informational Behaviors 121
Comparing Directive Control and Directive Informational Statements 123
Issues in the Directive Informational Approach 126
When to Use Directive Informational Behaviors 127
Moving from Directive Informational toward Collaborative Behaviors 127
</b>Reflective Exercise 128
<b>
9 Collaborative Behaviors 130
Issues in Collaborative Supervision 135
When to Use Collaborative Behaviors 136
Moving from Collaborative toward Nondirective Behaviors 136
</b>Reflective Exercise 137
<b>
10 Nondirective Behaviors 139
Initiating Nondirective Supervision 144
Nondirective, Not Laissez-Faire, Supervision 145
Issues with Nondirective Supervision 146
When to Use Nondirective Behaviors 147
Nondirective Supervision, Teacher Collaboration 148
</b>Reflective Exercise 149
<b>
11 Developmental Supervision 150
Phase 1: Choosing the Best Approach 151
Phase 2: Applying the Chosen Approach 155
Phase 3: Fostering Teacher Development 156
Not Algorithms, but Guideposts for Decisions 158
Case Studies on Developmental Supervision 158
</b>Reflective Exercise 168
<b><i>
PART FOUR
</i>Technical Skills 16912 Assessing and Planning Skills 171
Personal Plans 172
Assessing Time 173
Changing Time Allocations: Planning 176
Assessing and Planning within the Organization 180</b><b>Ways of Assessing Need 181
Analyzing Organizational Needs 185
Planning 189
Cautions Concerning Planning 195
</b>Reflective Exercise 196
<b>
13 Observing Skills 197
Formative Observation Instruments Are Not Summative
Evaluation Instruments 200
Ways of Describing 200
Quantitative Observations 200
Qualitative Observations 209
Tailored Observation Systems 213
Types and Purposes of Observation 216
Technology-Enhanced Observation 217
Collaborative Walkthroughs 219
Cautions Concerning Observations 220
</b>Reflective Exercise 221
<b>
14 Evaluation Skills 222
The Intersection of Instructional Supervision and Program Evaluation 223
Judgments 224
Key Decisions in the Program Evaluation Process 225
Overall Instructional Program Evaluation 227
Program Evaluation and Teacher Empowerment 232
Teacher Evaluation 234
Teacher Self-Evaluation 239
</b>Reflective Exercise 240
<b>
<i>PART FIVE</i>
Technical Tasks of Supervision 243
15 Direct Assistance to Teachers 245
Clinical Supervision 246
Comparing Clinical Supervision with Teacher Summative Evaluation 250
Integrating Clinical Supervision and Developmental Supervision 251
Peer Coaching 252
Other Forms of Direct Assistance 255
Beyond Technical Assistance: Improving Classroom Culture 257
</b>Reflective Exercise 257
<b>
16 Group Development 258
Dimensions of an Effective Group 260
Group Member Roles 261
Applying Developmental Supervision to Groups 266
Dealing with Dysfunctional Members 268
Resolving Conflict 269
Preparing for Group Meetings 273
Establishing Ground Rules 274
Collaborative Groups and School Improvement 275
Dialogue: An Alternative Group Process 278
</b>Reflective Exercise 279
<b>
17 Professional Development 281
Characteristics of Successful Professional Development Programs 283
Integrating Schoolwide, Group, and Individual Professional Development 284
Alternative Professional Development Formats 285
Examples of Effective Professional Development Programs 287
</b><b>Stages of Professional Development 290
Evaluating Professional Development Programs 291
Teachers as Objects or Agents in Professional Development 294
</b>Reflective Exercise 297
<b>
18 Curriculum Development 297
Sources of Curriculum Development 298
Legislated Learning 299
Curriculum Development as a Vehicle for Enhancing Collective Thinking
about Instruction 301
What Should Be the Purpose of the Curriculum? 302
What Should Be the Content of the Curriculum? 302
How Should the Curriculum Be Organized? 304
In What Format Should the Curriculum Be Written? 305
Curriculum Format as Reflective of Choice Given to Teachers 309
Relationship of Curriculum Purpose, Content, Organization, and Format 310
Levels of Teacher Involvement in Curriculum Development 311
Integrating Curriculum Format with Developers and Levels of Development 312
Matching Curriculum Development with Teacher Development 313
The Curriculum and Cultural Diversity 315
</b>Reflective Exercise 320
<b>
19 Action Research: The School as the
Center of Inquiry 321
How Is Action Research Conducted? 323
A Developmental Approach to Action Research 324
Decisions about Action Research 325
Action Research: Vehicle for a Cause beyond Oneself 327
Characteristics of Successful Action Research 328
Example of Action Research 330
Expanding Boundaries: Alternative Approaches to Action Research 331
</b> <b>Shared Governance for Action Research 333Premises 334
Suggestions for Assisting Action Research 338
Conclusion: Focus, Structure, and Time for Development 339
</b>Reflective Exercise 339
<b><i>
PART SIX
</i>Cultural Tasks of SuperVision 34120 Facilitating Change 343
Chaos Theory 345
Postmodern Theory 349
Education Change Theory 352
Change at the Individual Level 359
Changing the Conditions of Teaching 359
</b>Reflective Exercise 363
<b>
21 Addressing Diversity 365
Achievement Gaps among Economic, Racial, and Ethnic Groups 367
A Societal or a School Problem? 368
Cultural Clashes 370
Culturally Responsive Teaching 374
Culturally Responsive Schools 377
Gender Equity 382
Equity for Sexual Minorities 384
Overarching Patterns 387
Connecting the Technical Tasks of Supervision
to Cultural Responsiveness 388
</b>Reflective Exercise 388
<b>
22 Building Community 390
Democratic Community 392
Moral Community 395
Professional Learning Community 398
Community of Inquiry 400
Engagement with the Larger Community 402
Five Attributes, One Community 405
Conclusion 406
</b>Reflective Exercise 407
<b>
Appendix A: Educational Philosophy? Q Sort* 409
Appendix B: Review of Interpersonal Behavior in Four
Supervisory Approaches 415
References 417
Name Index 439
Subject Index
</b>