This brief version of the classic market leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful supervision.
This shortened version maintains the original text's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision while editing chapters to create a more accessible format. This new edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter on “Supervision for What? Democracy and the Good School.”
This new book addresses hot issues such as school improvements, constructivist teaching, professional development, Chaos Theory, and state mandated standards.
- More accessible, brief, and less expensive paperback format for ease of use.
- A call for supervision to be collegial rather than hierarchical, the province of teachers as well as supervisors. The focus is on teacher growth rather than compliance, based on teacher collaboration, and characterized by continuous, reflective inquiry (Ch. 1).
- Technical Skills of supervision: assessing, planning, observing, research, program evaluation, and teacher evaluation (Chs. 13-15), and the tasks of supervision: direct assistance (clinical supervision, peer coaching, etc), group development, professional development, curriculum development, and action research (Chs. 16-20), are covered concisely to provide students with important skills.
- Addresses change, including discussions of change from the leader's view, change from the teacher's view, chaos theory applied to school and classroom change, and creating a culture for change (Ch. 21).
- Presents a new chapter, “Supervision for What? Democracy and the Good School,” (Ch. 22) that discusses ethical supervision and correlates closely to new ISLLC Standards.
- Integrates an expanded discussion of diversity as it relates to adult learning and development (Ch. 4) addressing a topic that is critical to school leaders.
- Reviews new research on effective professional development (Ch. 18), critiques modern forms of “teacher proof curriculum” (Ch. 19), and examines guidelines for effective action research (Ch. 20).
Table of Contents
I. INTRODUCTION. 1. SuperVision for Successful Schools.
SuperVision: A New Name for a New Paradigm.
Supervisory Glue as a Metaphor for Success.
Who Is Responsible for SuperVision?
Organization of This Book.
The Agony of Thought and Feeling.
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.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.
Summary.4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice.
Adults as Learners.
Adult and Teacher Development.
Developmental Theories of Motivation and Teacher Development.
Development: Ebb and Flow.
Propositions.5. Reflections on Schools, Teaching, and Supervision.
The Coast of Britain.
Effective and Good Schools: The Same?
Changing Views: New Emphasis on Constructivist Teaching and Learning.
Instructional Improvement and Effective Teaching.
Beliefs about Education.
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?
Summary, Conclusions, and Propositions.
III. INTERPERSONAL SKILLS. 6. Supervisory Behavior Continuum: Know Thyself.
Outcomes of Conference.
Valid Assessment of Self.
Summary, Conclusions, and Preview.7. Developmental Supervision: An Introduction.
Case Study One.
Case Study Two.
Case Study Three.
Case Study Four.
Summary and a Look Ahead.8. Directive Control Behaviors.
Directive Control Behaviors with Individuals.
Directive Control Behaviors with Groups.
A History of Overreliance on Control.
Issues in Directive Control.
When to Use Directive Control Behaviors.
Moving from Directive Control toward Directive Informational Behaviors.9. Directive Informational Behaviors.
Directive Informational Behaviors with Individuals.
Directive Informational Behaviors with Groups.
Comparing Directive Control and Directive Informational Statements.
Issues in the Directive Informational Approach.
When to Use Directive Informational Behaviors.
Moving from Directive Informational toward Collaborative Behaviors.10. Collaborative Behaviors.
Collaborative Behaviors with Individuals.
Collaborative Behaviors with Groups.
Issues in Collaborative Supervision.
When to Use Collaborative Behaviors.
Moving from Collaborative toward Nondirective Behaviors.
Collaboration and Cooperation.11. Nondirective Behaviors.
Nondirective Behaviors with Individuals.
Nondirective Behaviors with Groups.
Initiating Nondirective Supervision.
Nondirective, Not Laissez Faire, Supervision.
Issues with Nondirective Supervision.
When to Use Nondirective Behaviors.
Nondirective Supervision, Teacher Collaboration.12. Developmental Supervision: Theory and Practice.
Rationale for Developmental Supervision.
Applying Developmental Supervision.
Not Algorithms, But Guideposts for Decisions.
IV. TECHNICAL SKILLS. 13. Assessing and Planning Skills.
Assessing and Planning within the Organization.
Ways of Assessing Needs.
Analyzing Organizational Needs.
Models Combining Assessment and Planning.
Planning: To What Extent?14. Observing Skills.
Formative Observation Instruments Are Not Summative Evaluation Instruments.
Ways of Describing.
Quantitative and Qualitative Instruments.
Tailored Observation Systems.
Types and Purposes of Observations.
Further Cautions When Using Observations.15. Research and Evaluation Skills.
Alternative Approaches to Research and Evaluation.
Evaluating Specific Instructional Programs.
Key Decisions in the Evaluation Process.
Multiple Sources and Methods.
Overall Instructional Program Evaluation.
What About High Stakes Tests and New Forms of Assessment?
V. TASKS OF SUPERVISION. 16. Direct Assistance to Teachers.
Comparing Clinical Supervision with Teacher Evaluation.
Integrating Clinical Supervision and Developmental Supervision.
Other Forms of Direct Assistance.
Developmental Considerations in Direct Assistance.17. Group Development.
Dimensions of an Effective Group.
Group Member Roles.
Changing Group Leadership Style.
Applying Developmental Supervision to Groups.
Comparing Developmental Supervision with Situational Leadership.
Dealing with Dysfunctional Members.
Preparing for Group Meetings.18. Professional Development.
Why the Need for Professional Development?
Characteristics of Successful Professional Development Programs.
Individual Teacher-Based Professional Development.
Alternative Professional Development Formats.
Examples of Effective Professional Development Programs.
Stages of Professional Development.
The Nuts and Bolts.
Teachers as Objects or Agents in Professional Development.19. Curriculum Development.
Sources of Curriculum Development.
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.
Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction.20. Action Research: The School as the Center of Inquiry.
How Is Action Research Conducted?
A Developmental Approach to Action Research.
Decisions About Action Research.
Action Research: Vehicle for a Cause Beyond Oneself.
Examples of Action Research.
Shared Governance for Action Research.
Personal Examples of School-Based Action Research Plans.
Conclusion: Focus, Structure, and Time for Development.
VI. FUNCTION OF SUPERVISION. 21. SuperVision, Change, and School Success.
Assumptions about Change.
Change from the Teacher's View.
Chaos Theory and Change.
Chaos Theory Applied to School Change.
Implications of Chaos Theory at the Classroom Level.
Creating a Culture for Change.
What Is School Success?22. Supervision for What? Democracy and the Good School
The Good School and Moral Principles.
Using Supervision to Promote the Good School.
Conclusion.Name Index. Subject Index.
This brief version of the classic, market-leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful supervision. SuperVision and Instructional Leadership addresses hot issues such as school improvements, constructivist teaching, professional development, Chaos Theory, and state-mandated standards. This shortened version maintains the original text's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision while editing chapters to create a more accessible format.
New to this edition:
- Focuses on teacher growth rather than compliance, based on teacher collaboration, and characterized by continuous, reflective inquiry.
- Covers the technical skills of supervision: assessing, planning, observing, research, program evaluation, and teacher evaluation, and the tasks of supervision: direct assistance, clinical supervision, peer coaching, group development, professional development, curriculum development, and action research.
- Discusses Chaos Theory applied to school and classroom change, and creating a culture for change, illustrating the leader's view as well as the teacher's view.
- Presents a new chapter, “Supervision for What? Democracy and the Good School,” that discusses ethical supervision and correlates closely to new ISLLC Standards.
- Integrates an expanded discussion of diversity as it relates to adult learning and development.
- Reviews new research on effective professional development, critiques modern forms of “teacher proof curriculum,” and examines guidelines for effective action research.
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