Basic Guide to SuperVision and Instructional Leadership, The, 3rd edition
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This brief version of Glickman, Gordon, and Ross-Gordon’s SuperVision and Instructional Leadership: A Developmental Approach continues to break new ground by exploring, challenging, and reshaping the field of educational administration. A valuable resource for both aspiring and practicing school leaders, this book is a necessity for any school leader’s library.
While retaining an emphasis on collegiality, school culture, teachers as adult learners, developmental supervision, reflective inquiry, and democratic schools, this third edition continues to be a trend-setter by placing instructional leadership and school improvement within a community and societal context and presenting three new chapters on the cultural tasks of supervision.
New features of the book include:
• An updated discussion of adult learning and implications for instructional supervision
• Role Play chapter feature that provides structured scenarios that allow for the practice of the four interpersonal approaches of developmental supervision: directive control, directive informational, collaborative, and nondirective
(Chapters 8, 9, 10 and 11)
• New Chapter, Facilitating Change, describes and evaluates theories of educational change, change at the individual level, the changing conditions of teaching, norms of continuous school improvement, and other concepts associated with successful school change (Chapter 20)
• New Chapter, Addressing Diversity, examines economic, racial, and ethnic achievement gaps and the “cultural clashes” largely responsible for those gaps (Chapter 21)
• Discussions of the characteristics of culturally responsive schools and teachers as well
as strategies for promoting and encouraging the development of culturally responsive schools and teachers (Chapter 21)
• New Chapter, Building Community, presents the concepts of the democratic community, moral community, and Professional Learning Community (Chapter 22)
• Strategies and suggestions for engaging the school with the larger community it serves (Chapter 22)
Table of contents
1. SuperVision for Successful Schools
2. The Norm: Why Schools Are as They Are
3. The Exception: What Schools Can Be
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
5. Reflections on Schools, Teaching, and Supervision.
III. 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: Theory and Practice
IV. TECHNICAL SKILLS
12. Assessing and Planning Skills
13. Observing Skills.
14. Research and Evaluation Skills
V. TECHNICAL TASKS OF SUPERVISION
15. Direct Assistance to Teachers
16. Group Development
17. Professional Development
18. Curriculum Development
19. Action Research: The School as the Center of Inquiry
VI. Cultural Tasks of Supervision
20. Facilitating Change
21. Addressing Diversity
22. Building Community
Appendix A: Review of Interpersonal Behavior in Four Supervisory Approaches.
Published by Pearson (January 29th 2012) - Copyright © 2013