Rent 9780205489534 | SuperVision and Instructional Leadership: A Developmental Approach | Glickman, Carl D.; Gordon, Stephen P.; Ross-Gordon, Jovita M. @knetbooks.com

Summary Table of Contents

This groundbreaking book in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision. The book's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped redefine the meaning of supervision and instructional leadership. This Seventh Edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and s... MOREocietal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter, "Supervision for What? Democracy and the Good School."

"This book is outstanding in content, structure, format and usability. As an instructor in educational leadership, I find the book to be the most comprehensive tool in the field. I know I am providing education leaders with a life-long resource." Alicia Cotabish, University of Arkansas at Little Rock This groundbreaking text in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision.The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. This seventh edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context. New to This Edition Discusses teaching and supervising as a reflective practice that professionals need to understand and incorporate in their practice Clearly relates the implications of the standards movement and ISLLC/ELCC Standards on current practice in teaching and supervision Makes the tasks of supervision relevant to various stakeholders by showing school culture in the context of the larger culture and by connecting school improvement to the local community and larger society Addresses topics that are critical to school leaders by integrating expanded discussions of diversity, distributive and contextual leadership, and how new IDEA legislation affects teachers and leaders Reviews new research on effective professional development, critiques modern forms of "teacher-proof curriculum," and examines guidelines for effective action research Package this text with [ Insert MLS logo ]a powerful set of online tools that bring the classroom to life!Visit www.mylabschool.com for more information!

Preface

xiii

part one Introduction

(16)

SuperVision for Successful Schools

(14)

... MORE

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)

Practitioner Reflection: When Is Collegiality Real?

(2)

Edward F. Tobia

Exercises

(1)

References

(1)

Suggested Readings

(1)

part two Knowledge

(98)

The Norm: Why Schools Are as They Are

(18)

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

(1)

To Summarize and Propose

(1)

Practitioner Reflection: Peace as a New Environmental Norm

(1)

Cheryl Sirois

Exercises

(2)

References

(1)

Suggested Readings

(1)

The Exception: What Schools Can Be

(14)

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

(2)

Summary

(1)

Practitioner Reflection: A Case for Engaging Parents in School Improvement Initiatives

(1)

Gary Davison

Exercises

(1)

References

(2)

Suggested Readings

(1)

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

(38)

Adults as Learners

(7)

Adult and Teacher Development

(17)

Development: Ebb and Flow

(2)

Influences on Teacher Development

(1)

Practitioner Reflection: Adult Learning for Student Learning

(2)

Lauralee Pankonien

Exercises

(1)

References

(5)

Suggested Readings

(2)

Reflections on Schools, Teaching, and SuperVision

(26)

Effective Teaching Research: A Historical Perspective

(1)

Cautions Concerning Effective Teaching Research

(1)

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

(1)

Supervisory Platform as Related to Educational Philosophy

(4)

Checking Your Own Supervisory Beliefs

103

(3)

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

106

(1)

The Authors' Supervisory Platform

107

(2)

Summary and Conclusions

109

(1)

Practitioner Reflection: Supervisory Platform---What's Your Story?

110

(1)

Rosa M. Pena

Exercises

111

(2)

References

113

(1)

Suggested Readings

114

(1)

part three Interpersonal Skills

115

(94)

Supervisory Behavior Continuum: Know Thyself

117

(14)

Outcomes of Conference

120

(1)

Valid Assessment of Self

120

(1)

Johari Window

121

(2)

Cognitive Dissonance

123

(1)

Comparing Self--Perceptions with Others' Perceptions

124

(2)

Comparing Self--Perceptions to Recorded Behaviors

126

(1)

Summary, Conclusions, and Preview

127

(1)

Practitioner Reflection: Re--Booting

127

(1)

Holly Galloway

Exercises

128

(2)

References

130

(1)

Suggested Readings

130

(1)

Developmental Supervision: An Introduction

131

(12)

Case Study One

131

(2)

Case Study Two

133

(2)

Case Study Three

135

(2)

Case Study Four

137

(2)

Developmental Supervision

139

(2)

Summary and a Look Ahead

141

(1)

Practitioner Reflection: One Size Doesn't Fit All

141

(2)

Leticia Romero Grimaldo

Directive Control Behaviors

143

(12)

Directive Control Continuum of Behaviors

144

(3)

A History of Overreliance on Control

147

(1)

Issues in Directive Control

148

(1)

When to Use Directive Control Behaviors

148

(1)

Moving from Directive Control toward Directive Informational Behaviors

149

(1)

Critical Reflection on Directive Control Supervision

149

(1)

Summary

150

(1)

Practitioner Reflection: Directive Control Behaviors---When Other Leadership Styles Haven't Made an Impact

150

(2)

Karin Pogna Johnson

Exercises

152

(2)

References

154

(1)

Suggested Readings

154

(1)

Directive Informational Behaviors

155

(12)

Directive Informational Continuum of Behaviors

156

(2)

Comparing Directive Control and Directive Informational Statements

158

(2)

Issues in the Directive Informational Approach

160

(1)

When to Use Directive Informational Behaviors

161

(1)

Moving from Directive Informational toward Collaborative Behaviors

162

(1)

Critical Reflection on Directive Informational Supervision

162

(1)

Summary

162

(1)

Practitioner Reflection: The Lesson Plan

163

(1)

Julie N. Diehl

Exercises

164

(2)

Reference

166

(1)

Suggested Readings

166

(1)

Collaborative Behaviors

167

(12)

Collaborative Continuum of Behaviors

168

(4)

Issues in Collaborative Supervision

172

(1)

When to Use Collaborative Behaviors

173

(1)

Moving from Collaborative toward Nondirective Behaviors

173

(1)

Collaboration and Cooperation

174

(1)

Critical Reflection on Collaborative Supervision

174

(1)

Summary

174

(1)

Practitioner Reflection: Going beyond Collaborative Language

175

(1)

Jan Newby--Parham

Exercises

176

(2)

References

178

(1)

Suggested Readings

178

(1)

Nondirective Behaviors

179

(16)

Nondirective Continuum of Behaviors

180

(5)

Initiating Nondirective Supervision

185

(1)

Nondirective, Not Laissez Faire, Supervision

186

(1)

Issues with Nondirective Supervision

187

(1)

When to Use Nondirective Behaviors

188

(1)

Nondirective Supervision, Teacher Collaboration

189

(1)

Critical Reflection on Nondirective Supervision

189

(1)

Summary

190

(1)

Practitioner Reflection: A Nondirective Approach as I'm Developing

190

(2)

Lynn M. Rasmussen

Exercises

192

(1)

References

193

(1)

Suggested Readings

194

(1)

Developmental Supervision: Theory and Practice

195

(14)

Rationale for Developmental Supervision

195

(3)

Applying Developmental Supervision

198

(6)

Not Algorithms, but Guideposts for Decisions

204

(1)

Scenario and Discussion: Inappropriate Use of Interpersonal Behaviors?

204

(1)

Summary

205

(1)

Practitioner Reflection: Using Developmental Supervision in the Curriculum Development Process

205

(1)

Denise Villa

Exercises

206

(2)

References

208

(1)

Suggested Readings

208

(1)

part four Technical Skills

209

(90)

Assessing and Planning Skills

211

(32)

Personal Plans

211

(1)

Assessing Time

212

(3)

Changing Time Allocations: Planning

215

(1)

Assessing and Planning within the Organization

216

(2)

Ways of Assessing Need

218

(5)

Analyzing Organizational Needs

223

(2)

Planning

225

(6)

Models Combining Assessment and Planning

231

(5)

Cautions Concerning Planning

236

(1)

Summary

237

(1)

Practitioner Reflection: Creative Double Think---Holding Two Contradicting Ideas and Making It Work

237

(3)

Sherrie Gibney--Sherman

Exercises

240

(1)

References

241

(1)

Suggested Readings

242

(1)

Observing Skills

243

(26)

Formative Observation Instruments Are Not Summative Evaluation Instruments

245

(1)

Ways of Describing

245

(1)

Quantitative Observations

246

(9)

Qualitative Observations

255

(6)

Tailored Observation Systems

261

(3)

Types and Purposes of Observation

264

(1)

Cautions Concerning Observations

265

(1)

Summary

265

(1)

Practitioner Reflection: Observations

266

(1)

Cathryn Mitchell

Exercises

267

(1)

References

268

(1)

Suggested Readings

268

(1)

Research and Evaluation Skills

269

(30)

Alternative Approaches to Research and Evaluation

270

(4)

Judgments

274

(1)

Evaluating Specific Instructional Programs

275

(2)

Key Decisions in the Program Evaluation Process

277

(2)

Multiple Sources and Methods

279

(1)

Overall Instructional Program Evaluation

280

(4)

Program Evaluation and Teacher Empowerment

284

(2)

What Is the Supervisor's Role in Program Evaluation?

286

(1)

Teacher Evaluation

287

(6)

Summary

293

(1)

Practitioner Reflection: Real Evaluation

293

(2)

Rebecca B. McCoy

Exercises

295

(1)

References

296

(1)

Suggested Readings

297

(2)

part five Tasks of SuperVision

299

(128)

Direct Assistance to Teachers

301

(20)

Clinical Supervision

301

(6)

Comparing Clinical Supervision with Teacher Evaluation

307

(1)

Integrating Clinical Supervision and Developmental Supervision

307

(1)

Peer Coaching

308

(3)

Other Forms of Direct Assistance

311

(2)

Beyond Technical Assistance: Improving Classroom Culture

313

(1)

Summary

314

(1)

Practitioner Reflection: A Springboard to Professional Learning Communities

314

(2)

Pam Johnson

Exercises

316

(1)

References

317

(2)

Suggested Readings

319

(2)

Group Development

321

(30)

Dimensions of an Effective Group

322

(1)

Group Member Roles

323

(4)

Changing Group Leadership Style

327

(3)

Applying Developmental Supervision to Groups

330

(1)

Comparing Developmental Supervision with Situational Leadership

331

(1)

Dealing with Dysfunctional Members

332

(2)

Resolving Conflict

334

(4)

Preparing for Group Meetings

338

(2)

Procedures for Large--Group Involvement

340

(5)

Summary

345

(1)

Practitioner Reflection: Working toward the Big Picture

345

(1)

Susan Maxey

Exercises

346

(2)

References

348

(1)

Suggested Readings

349

(2)

Professional Development

351

(24)

Why the Need for Professional Development?

352

(1)

Characteristics of Successful Professional Development Programs

353

(1)

Integrating Schoolwide, Group, and Individual Professional Development

354

(1)

Alternative Professional Development Formats

355

(1)

Examples of Effective Professional Development Programs

356

(6)

Stages of Professional Development

362

(1)

The Nuts and Bolts

363

(3)

Extending the Concept of Professional Development

366

(1)

Teachers as Objects or Agents in Professional Development

366

(2)

Summary

368

(1)

Practitioner Reflection: Professional Development as Time Well Spent

368

(2)

Cheryl Granade Sullivan

Exercises

370

(2)

Endnote

372

(1)

References

372

(1)

Suggested Readings

373

(2)

Curriculum Development

375

(30)

Sources of Curriculum Development

377

(1)

Legislated Learning

377

(2)

Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction

379

(1)

What Should Be the Purpose of the Curriculum?

380

(1)

What Should Be the Content of the Curriculum?

381

(1)

How Should the Curriculum Be Organized?

382

(2)

In What Format Should the Curriculum Be Written?

384

(4)

Curriculum Format as Reflective of Choice Given to Teachers

388

(1)

Relationship of Curriculum Purpose, Content, Organization, and Format

389

(1)

Levels of Teacher Involvement in Curriculum Development

390

(1)

Integrating Curriculum Format with Developers and Levels of Development

391

(1)

Matching Curriculum Development with Teacher Development

392

(2)

The Curriculum and Cultural Diversity

394

(3)

Summary

397

(1)

Practitioner Reflection: We Own Our Results---A Reflection on Context and Accountability

397

(3)

Kevin Tashlein

Exercises

400

(1)

References

401

(2)

Suggested Readings

403

(2)

Action Research: The School as the Center of Inquiry

405

(22)

How Is Action Research Conducted?

406

(1)

A Developmental Approach to Action Research

407

(2)

Decisions about Action Research

409

(2)

Action Research: Vehicle for a Cause beyond Oneself

411

(1)

Example of Action Research

412

(1)

Expanding Boundaries: Alternative Approaches to Action Research

413

(3)

Shared Governance for Action Research

416

(4)

Suggestions for Assisting Action Research

420

(1)

Conclusion: Focus, Structure, and Time for Development

420

(1)

Practitioner Reflection: An Instructional Leader's Experience with Action Research

420

(2)

Jane Ross

Practitioner Reflection: Using Developmental Supervision with Action Research

422

(1)

Dana Bashara

Exercises

423

(2)

References

425

(1)

Suggested Readings

425

(2)

part six Function of SuperVision

427

(40)

SuperVision, Change, and School Success

429

(20)

Assumptions about Change

430

(1)

Change from the Teacher's View

431

(1)

Chaos Theory and Change

431

(4)

Chaos Theory Applied to School Change

435

(2)

Implications of Chaos Theory at the Classroom Level

437

(2)

Creating a Culture for Change

439

(1)

Changing the Conditions of Teaching

439

(2)

What Is School Success?

441

(1)

Practitioner Reflection: The Heart of School Change---Teachers Working Together

441

(3)

Barbara F. Lunsford

Exercises

444

(1)

References

445

(1)

Suggested Readings

446

(3)

SuperVision for What? Democracy and the Good School

449

(18)

Reform around Purpose

450

(2)

The Good School and Moral Principles

452

(3)

Priorities

455

(1)

Applying Moral Principles to a Moral Dilemma: No Child Left Behind

456

(6)

Conclusion

462

(1)

Practitioner Reflection: Democracy at Its Best

462

(2)

Daniel Kaufman

References

464

(1)

Suggested Readings

464

(3)

Appendix A: What Is Your Educational Philosophy?

467

(6)

Appendix B: Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches

473

(8)

Name Index

481

(6)

Subject Index

487

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