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SuperVision and Instructional Leadership: A Developmental Approach, 10th edition

  • Carl D. Glickman, 
  • Stephen P. Gordon, 
  • Jovita Ross-Gordon

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Overview

BRIEF TABLE OF CONTENTS

PART ONE: INTRODUCTION
1. SuperVision for Successful Schools

PART TWO: KNOWLEDGE
2. The Norm: Why Traditional Schools Are as They Are
3. The Dynamic School
4. Adult and Teacher Development Within the Context of the School
5. Reflections on Educational Beliefs, Teaching, and Supervision

PART THREE: INTERPERSONAL SKILLS
6. Supervisory Behavior Continuum: Know Thyself
7. Directive Control Behaviors
8. Directive Informational Behaviors
9. Collaborative Behaviors
10. Nondirective Behaviors
11. Developmental Supervision

PART FOUR: TECHNICAL SKILLS
12. Observing Skills
13. Assessing and Planning Skills
14. Implementation and Evaluation Skills

PART FIVE: TECHNICAL TASKS OF SUPERVISION
15. Direct Assistance to Teachers
16. Evaluation of Teaching
17. Group Development
18. Professional Development
19. Curriculum Development
20. Action Research: The School as the Center of Inquiry

PART SIX: CULTURAL TASKS OF SUPERVISION
21. Facilitating Change
22. Addressing Diversity
23. Building Community

DETAILED TABLE OF CONTENTS

PART ONE: INTRODUCTION

1. SuperVision for Successful Schools
SuperVision: A New Name for a New Paradigm
Supervisory Glue as a Metaphor for Success
New Roles for Supervisors and Teachers
Supervision and Moral Purpose
Organization of This Book
Reflective Exercise

PART TWO: KNOWLEDGE

2. The Norm: Why Traditional Schools Are as They Are
The Work Environment or Culture of Schools: The Legacy of the One-Room Schoolhouse
Cultures Within Cultures
Looking Deeper: The Newtonian Paradigm and Traditional Schools
Reflective Exercise

3. The Dynamic School
Shared Leadership, Collegiality, and Collaboration A Cause Beyond Oneself
Professional Development
Positive Learning Climate
Authentic Curriculum, Instruction, and Assessment
Democracy
Inquiry
Cultural Responsiveness
Partnerships and Networks
Beyond Newtonianism: The Quantum Paradigm and Dynamic Schools
Closing Question
Reflective Exercise

4. Adult and Teacher Development Within the Context of the School
Adults as Learners
Adult and Teacher Development
Development: Ebb and Flow
Reflective Exercise

5. Reflections on Educational Beliefs, Teaching, and Supervision
Beliefs, Goals, and Effective Teaching
Beliefs About Education
Supervisory Beliefs
Supervisory Platform as Related to Educational Philosophy
Checking Your Own Supervisory Beliefs
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
Educational Philosophy, Teachers, Supervisors, and Supervisory Approach
Where You Stand Depends on Where You Sit: Effects of Culture on Beliefs
Reflective Exercise

PART THREE: INTERPERSONAL SKILLS

6. Supervisory Behavior Continuum: Know Thyself
Outcomes of Conference
Valid Assessment of Self
Cognitive Dissonance
Comparing Self-Perceptions with Others′ Perceptions
Comparing Self-Perceptions to Recorded Behaviors
360-Degree Feedback
Reflective Exercise

7. Directive Control Behaviors
Characteristics of Teachers Best Matched with Directive Control Behaviors
Directive Control Sequence of Behaviors
A History of Overreliance on Control
Issues in Directive Control
When to Use Directive Control Behaviors
Moving from Directive Control Toward Directive Informational Behaviors
Reflective Exercise

8. Directive Informational Behaviors
Characteristics of Teachers Best Matched with Directive Informational Behaviors
Directive Informational Sequence of Behaviors
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
Reflective Exercise

9. Collaborative Behaviors
Characteristics of Teachers Best Matched with Collaborative Behaviors
Collaborative Sequence of Behaviors
Issues in Collaborative Supervision
When to Use Collaborative Behaviors
Moving from Collaborative Toward Nondirective Behaviors
Reflective Exercise

10. Nondirective Behaviors
Characteristics of Teachers Best Matched with Nondirective Behaviors
Nondirective Sequence of Behaviors
Initiating Nondirective Supervision
Nondirective, Not Laissez-Faire, Supervision
Issues with Nondirective Supervision
When to Use Nondirective Behaviors
Reflective Exercise

11. Developmental Supervision
Phase 1: Choosing the Best Approach
Phase 2: Applying the Chosen Approach
Phase 3: Fostering Teacher Development
Not Algorithms, but Guideposts for Decisions
Case Studies in Developmental Supervision
Reflective Exercise

PART FOUR: TECHNICAL SKILLS

12. Observing Skills
Quantitative Observations
Qualitative Observations
Tailored Observation Systems
Schoolwide Classroom Observation
Review of Types and Purposes of Observation
Trends and Cautions Regarding Observation
Reflective Exercise

13. Assessing and Planning Skills
Personal Improvement
Instructional Improvement Within the Organization
Ways of Assessing Need
Analyzing Organizational Needs
Planning
Reflective Exercise

14. Implementation and Evaluation Skills
Stages of Implementation
Factors that Affect Implementation
Implementation at the Individual Level
Evaluation of Instructional Improvement Efforts
Two Types of Program Evaluation: Formative and Summative
Program Evaluation and Teacher Empowerment
Reflective Exercise

PART FIVE: TECHNICAL TASKS OF SUPERVISION

15. Direct Assistance to Teachers
Clinical Supervision
The Relationship of Clinical Supervision with Other Processes
Peer Coaching
Mentoring
Using Direct Assistance to Improve Classroom Culture
Reflective Exercise

16. Evaluation of Teaching
The New Wave of Evaluation Systems: From the Frying Pan to the Fire?
Summative and Formative Evaluation
Suggestions for Summative Evaluation
Suggestions for Formative Evaluation
Beyond Evaluation of Individual Teaching
Reflective Exercise

17. Group Development
Stages of Group Development
Characteristics of Effective Groups
Group Member Roles
Applying Developmental Supervision to Groups
Resolving Conflict
Preparing for Group Meetings
Reflective Exercise

18. Professional Development
Characteristics of Successful Professional Development Programs
Integrating Schoolwide, Group, and Individual Professional Development
Alternative Professional Development Formats
Stages of Professional Development
Evaluating Professional Development
Teachers as Objects or Agents in Professional Development
Reflective Exercise

19. Curriculum Development
Legislated Learning
Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction
The Curriculum and Cultural Diversity
Curriculum Mapping and Remapping
Developing Curriculum Units: Understanding by Design
Reflective Exercise

20. Action Research: The School as the Center of Inquiry
How Is Action Research Conducted?
Characteristics of Successful Action Research
Expanding Boundaries: Alternative Approaches to Action Research
Shared Governance for Action Research
Suggestions for Assisting Action Research
Reflective Exercise

PART SIX: CULTURAL TASKS OF SUPERVISION

21. Facilitating Change
Chaos Theory
Postmodern Theory
Education Change Theory
Making Connections
Changing the Conditions of Teaching
Reflective Exercise

22. Addressing Diversity
Achievement Gaps Among Economic, Racial, and Ethnic Groups
Gender Equity
Equity for Sexual and Gender Minorities
Equity for Students with Disabilities
Overarching Patterns
Connecting the Technical Tasks of Supervision to Cultural Responsiveness
Reflective Exercise

23. Building Community
Democratic Community
Moral Community*
Professional Learning Community
Community of Inquiry
Engagement with the Larger Community
Five Attributes, One Community
Conclusion
Reflective Exercise

Appendix A: Educational Philosophy Q Sort*
Appendix B: Review of Interpersonal Behavior in the Four Supervisory Approaches
References
Name Index
Subject Index

Published by Pearson (January 13th 2017) - Copyright © 2018

ISBN-13: 9780134521961

Subject: Educational Leadership

Category: Supervision

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