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The Basic Guide to Supervision and Instructional Leadership

ISBN: 9780205404438 | 020540443X
Edition: 2nd
Format: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/2009

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SummaryTable of Contents
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."
Prefacexv
PART I Introduction
1(12)
SuperVision for Successful Schools
3(10)
... MORE
SuperVision: A New Name for a New Paradigm
6(2)
Supervisory Glue as a Metaphor for Success
8(1)
Who Is Responsible for SuperVision?
8(1)
Organization of This Book
9(2)
Supervision and Moral Purpose
11(1)
References
11(2)
PART II Knowledge
13(82)
The Norm: Why Schools Are as They Are
15(16)
The Work Environment or Culture of Schools
15(1)
The Legacy of the One-Room Schoolhouse
16(10)
Blaming the Victim and Structural Strain
26(1)
Viewing School Culture in the Context of the Larger Culture
27(2)
References
29(2)
The Exception: What Schools Can Be
31(12)
Background to School Effectiveness Studies
31(2)
Early Effective Schools Research
33(1)
The Second Wave of Effective Schools Research
34(1)
Context Studies in Effective Schools Research
34(1)
Has Effective Schools Research Outlived Its Usefulness?
35(1)
The Legacy of Effective Schools Research
35(1)
From Effective Schools to School Improvement
36(1)
A Cause beyond Oneself
37(1)
Connecting School Improvement to the Local Community and Larger Society
38(1)
Summary
39(1)
References
40(3)
Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
43(35)
Adults as Learners
44(6)
Adult and Teacher Development
50(16)
Developmental Theories of Motivation and Teacher Development
66(4)
Development: Ebb and Flow
70(1)
Propositions
71(1)
References
72(6)
Reflections on Schools, Teaching, and SuperVision
78(17)
The Coast of Britain
79(1)
Effective and Good Schools: The Same?
79(1)
Changing Views: New Emphasis on Constructivist Teaching and Learning
80(1)
Instructional Improvement and Effective Teaching
81(2)
Beliefs about Education
83(1)
Supervision Beliefs
84(2)
Supervisory Platform as Related to Educational Philosophy
86(3)
Checking Your Own Supervisory Beliefs
89(4)
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
93(1)
Summary, Conclusions, and Propositions
93(1)
References
94(1)
PART III Interpersonal Skills
95(68)
Supervisory Behavior Continuum: Know Thyself
97(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 Index355(6)
Subject Index361

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