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The Basic Guide to Supervision and Instructional Leadership

by: Glickman, Carl D.; Gordon, Stephen P.; Ross-Gordon, Jovita M.

The Basic Guide to Supervision and Instructional Leadership

by: Glickman, Carl D.; Gordon, Stephen P.; Ross-Gordon, Jovita M.

ISBN 13:
9780205404438
ISBN 10:
020540443X
Edition: 2nd
Format: Paperback
Copyright: 01/01/2009
Publisher: Allyn & Bacon
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Summary

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 text places 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."

Preface

PART I Introduction

(12)

SuperVision for Successful Schools

(10)

SuperVision: A New Name for a New Paradigm

(2)

Supervisory Glue as a Metaphor for Success

(1)

Who Is Responsible for SuperVision?

(1)

Organization of This Book

(2)

Supervision and Moral Purpose

(1)

References

(2)

PART II Knowledge

(82)

The Norm: Why Schools Are as They Are

(16)

The Work Environment or Culture of Schools

(1)

The Legacy of the One-Room Schoolhouse

(10)

Blaming the Victim and Structural Strain

(1)

Viewing School Culture in the Context of the Larger Culture

(2)

References

(2)

The Exception: What Schools Can Be

(12)

Background to School Effectiveness Studies

(2)

Early Effective Schools Research

(1)

The Second Wave of Effective Schools Research

(1)

Context Studies in Effective Schools Research

(1)

Has Effective Schools Research Outlived Its Usefulness?

(1)

The Legacy of Effective Schools Research

(1)

From Effective Schools to School Improvement

(1)

A Cause beyond Oneself

(1)

Connecting School Improvement to the Local Community and Larger Society

(1)

Summary

(1)

References

(3)

Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice

(35)

Adults as Learners

(6)

Adult and Teacher Development

(16)

Developmental Theories of Motivation and Teacher Development

(4)

Development: Ebb and Flow

(1)

Propositions

(1)

References

(6)

Reflections on Schools, Teaching, and SuperVision

(17)

The Coast of Britain

(1)

Effective and Good Schools: The Same?

(1)

Changing Views: New Emphasis on Constructivist Teaching and Learning

(1)

Instructional Improvement and Effective Teaching

(2)

Beliefs about Education

(1)

Supervision Beliefs

(2)

Supervisory Platform as Related to Educational Philosophy

(3)

Checking Your Own Supervisory Beliefs

(4)

What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?

(1)

Summary, Conclusions, and Propositions

(1)

References

(1)

PART III Interpersonal Skills

(68)

Supervisory Behavior Continuum: Know Thyself

(10)

Outcomes of Conference

100

(1)

Valid Assessment of Self

100

(1)

Johari Window

101

(1)

Cognitive Dissonance

102

(1)

Comparing Self-Perceptions with Others' Perceptions

103

(2)

Summary, Conclusions, and Preview

105

(1)

References

106

(1)

Developmental Supervision: An Introduction

107

(10)

Case Study One

107

(2)

Case Study Two

109

(2)

Case Study Three

111

(2)

Case Study Four

113

(1)

Developmental Supervision

114

(2)

Summary and a Look Ahead

116

(1)

Directive Control Behaviors

117

(8)

Directive Control Continuum of Behaviors

118

(2)

A History of Overreliance on Control

120

(1)

Issues in Directive Control

121

(2)

When to Use Directive Control Behaviors

123

(1)

Moving from Directive Control toward Directive Informational Behaviors

124

(1)

Summary

124

(1)

References

124

(1)

Directive Informational Behaviors

125

(8)

Directive Informational Continuum of Behaviors

126

(1)

Comparing Directive Control and Directive Informational Statements

127

(3)

Issues in the Directive Informational Approach

130

(1)

When to Use Directive Informational Behaviors

131

(1)

Moving from Directive Informational toward Collaborative Behaviors

131

(1)

Summary

132

(1)

References

132

(1)

Collaborative Behaviors

133

(8)

Collaborative Continuum of Behaviors

134

(4)

Issues in Collaborative Supervision

138

(1)

When to Use Collaborative Behaviors

139

(1)

Moving from Collaborative toward Nondirective Behaviors

139

(1)

Collaboration and Cooperation

140

(1)

Summary

140

(1)

References

140

(1)

Nondirective Behaviors

141

(11)

Nondirective Continuum of Behaviors

142

(5)

Initiating Nondirective Supervision

147

(1)

Nondirective, Not Laissez Faire, Supervision

148

(1)

Issues with Nondirective Supervision

148

(2)

When to Use Nondirective Behaviors

150

(1)

Nondirective Supervision, Teacher Collaboration

150

(1)

Summary

151

(1)

References

151

(1)

Developmental Supervision: Theory and Practice

152

(11)

Rationale for Developmental Supervision

152

(5)

Applying Developmental Supervision

157

(3)

Not Algorithms, But Guideposts for Decisions

160

(1)

Summary

161

(1)

References

161

(2)

PART IV Technical Skills

163

(76)

Assessing and Planning Skills

165

(25)

Assessing and Planning within the Organization

165

(1)

Ways of Assessing Need

166

(4)

Analyzing Organizational Needs

170

(6)

Planning

176

(8)

Models Combining Assessment and Planning

184

(3)

Planning: To What Extent?

187

(1)

Summary

188

(1)

References

188

(2)

Observing Skills

190

(20)

Formative Observation Instruments Are Not Summative Evaluation Instruments

192

(1)

Ways of Describing

192

(1)

Quantitative Observations

193

(7)

Qualitative Observations

200

(5)

Tailored Observation Systems

205

(2)

Types and Purposes of Observation

207

(1)

Further Cautions When Using Observations

208

(1)

Summary

209

(1)

References

209

(1)

Research and Evaluation Skills

210

(29)

Alternative Approaches to Research and Evaluation

211

(4)

Judgments

215

(1)

Evaluating Specific Instructional Programs

216

(2)

Key Decisions in the Program Evaluation Process

218

(2)

Multiple Sources and Methods

220

(1)

Overall Instructional Program Evaluation

221

(4)

What about High-Stakes Achievement Tests and New Forms of Assessment?

225

(5)

Teacher Evaluation

230

(6)

Summary

236

(1)

References

236

(3)

PART V Tasks of SuperVision

239

(92)

Direct Assistance to Teachers

241

(14)

Clinical Supervision

241

(5)

Comparing Clinical Supervision with Teacher Evaluation

246

(1)

Integrating Clinical Supervision and Developmental Supervision

247

(1)

Peer Coaching

247

(4)

Other Forms of Direct Assistance

251

(2)

Summary

253

(1)

References

253

(2)

Group Development

255

(20)

Dimensions of an Effective Group

256

(1)

Group Member Roles

257

(3)

Changing Group Leadership Style

260

(3)

Applying Developmental Supervision to Groups

263

(1)

Comparing Developmental Supervision with Situational Leadership

264

(1)

Dealing with Dysfunctional Members

265

(1)

Resolving Conflict

266

(4)

Preparing for Group Meetings

270

(4)

Summary

274

(1)

References

274

(1)

Professional Development

275

(18)

Why the Need for Professional Development?

276

(1)

Characteristics of Successful Professional Development Programs

277

(1)

Integrating Schoolwide, Group, and Individual Professional Development

278

(1)

Alternative Professional Development Formats

279

(1)

Examples of Effective Professional Development Programs

280

(6)

Stages of Professional Development

286

(1)

The Nuts and Bolts

287

(1)

Teachers as Objects or Agents in Professional Development

288

(2)

Summary

290

(1)

References

291

(2)

Curriculum Development

293

(23)

Sources of Curriculum Development

295

(1)

Teacher-Proof Curriculum

295

(2)

Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction

297

(2)

What Should Be the Purpose of the Curriculum?

299

(1)

What Should Be the Content of the Curriculum?

300

(2)

How Should the Curriculum Be Organized?

302

(1)

In What Format Should the Curriculum Be Written?

303

(3)

Curriculum Format as Reflective of Choice Given to Teachers

306

(1)

Relationship of Curriculum Purpose, Content, Organization, and Format

307

(1)

Levels of Teacher Involvement in Curriculum Development

308

(2)

Integrating Curriculum Format with Developers and Levels of Development

310

(1)

Matching Curriculum Development with Teacher Development

311

(2)

Summary

313

(1)

References

314

(2)

Action Research: The School as the Center of Inquiry

316

(15)

How Is Action Research Conducted?

317

(1)

A Developmental Approach to Action Research

318

(1)

Decisions about Action Research

319

(3)

Action Research: Vehicle for a Cause beyond Oneself

322

(1)

Examples of Action Research

323

(1)

Shared Governance for Action Research

324

(4)

Suggestions for Assisting Action Research

328

(1)

Conclusion: Focus, Structure, and Time for Development

329

(1)

References

329

(2)

PART VI Function of SuperVision

331

(24)

SuperVision, Change, and School Success

333

(13)

Assumptions about Change

333

(2)

Change from the Teacher's View

335

(1)

Chaos Theory and Change

335

(3)

Chaos Theory Applied to School Change

338

(2)

Implications of Chaos Theory at the Classroom Level

340

(2)

Creating a Culture for Change

342

(1)

What Is School Success?

343

(1)

References

344

(2)

Supervision for What? Democracy and the Good School

346

(9)

Reform around Purpose

347

(2)

The Good School and Moral Principles

349

(3)

Priorities

352

(1)

Using Supervision to Promote the Good School

353

(1)

Conclusion

354

(1)

References

354

(1)

Name Index

355

(6)

Subject Index

361

Amazon no longer offers textbook rentals. We do!

The Basic Guide to Supervision and Instructional Leadership

The Basic Guide to Supervision and Instructional Leadership

9780205404438

020540443X

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

The Basic Guide to Supervision and Instructional Leadership

The Basic Guide to Supervision and Instructional Leadership

9780205404438

020540443X

Summary

Table of Contents

Supplemental Materials

Write a Review

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