Basic Guide to SuperVision and Instructional Leadership, The

Häftad, Engelska, 2012

AvCarl Glickman,Stephen Gordon,Jovita Ross-Gordon

2 189 kr

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A comprehensive guide for aspiring school supervisors and instructional leaders.

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.

Produktinformation

Utgivningsdatum2012-02-05
Mått190 x 230 x 20 mm
Vikt654 g
FormatHäftad
SpråkEngelska
Antal sidor384
Upplaga3
FörlagPearson Education
ISBN9780132613736

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Utbildningsstrategier och utbildningspolitik inom Psykologi och pedagogik

I. INTRODUCTION 1. SuperVision for Successful Schools SuperVision: A New Name for a New Paradigm. Supervisory Glue as a Metaphor for Success. Organization of This Book. Supervision and Moral Purpose.ReferencesII. KNOWLEDGE 2. The Norm: Why Schools Are as They Are The Work Environment or Culture of Schools. The Legacy of the One-Room Schoolhouse. Blaming the Victim and Structural Strain.Viewing School Culture in the Context of the Larger Culture.References3. The Exception: What Schools Can Be Background to School Effectiveness Studies. Early Effective Schools Research. The Second Wave of Effective Schools Research. Context Studies in Effective Schools Research. Has Effective Schools Research Outlived Its Usefulness? The Legacy of Effective Schools Research. From Effective Schools to School Improvement. A Cause Beyond Oneself.Connecting School Improvement to the Local Community and Larger Society.What to Do with Successful Schools Research: Some Propositions.References4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice Adults as Learners. Adult and Teacher Development. References5. Reflections on Schools, Teaching, and Supervision. Effective and Good Schools: The Same? Instructional Improvement and Effective Teaching. Beliefs about Education. Supervision Beliefs. Supervisory Platform as Related to Educational Philosophy. Checking Your Own Educational Philosophy and Supervisory Beliefs. What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? ReferencesIII. INTERPERSONAL SKILLS 6. Supervisory Behavior Continuum: Know Thyself Outcomes of Conference. Valid Assessment of Self. Johari Window. Cognitive Dissonance.Comparing Self-Perceptions with Other Perceptions.Comparing Self-Perceptions to Recorded BehaviorsReferences7. Directive Control Behaviors Directive Continum of Behaviors. A History of Overreliance on Control. When to Use Directive Control Behaviors. Moving from Directive Control toward Directive Informational Behaviors.References8. Directive Informational Behaviors Directive Continum of Behaviors.Comparing Directive Control and Directive Informational Statements. When to Use Directive Informational Behaviors. Moving from Directive Informational toward Collaborative Behaviors.Critical Reflection on Directive Informational Supervision9. Collaborative Behaviors Collaborative Continum of Behaviors. Issues in Collaborative Supervision. When to Use Collaborative Behaviors. Moving from Collaborative toward Nondirective Behaviors. Critical Reflection on Collaborative Supervision10. Nondirective Behaviors Nondirective Continum of Behaviors. Initiating Nondirective Supervision. Nondirective, Not Laissez Faire, Supervision. Issues with Nondirective Supervision. When to Use Nondirective Behaviors. Critical Reflection on Nondirective SupervisionReferences11. Developmental Supervision: Theory and Practice Rationale for Developmental Supervision. Applying Developmental Supervision. Not Algorithms, But Guideposts for Decisions.Scenario and Discussion: Inappropriate Use of Interpersonal Behaviors?ReferencesIV. TECHNICAL SKILLS 12. Assessing and Planning Skills Assessing Time. Changing Time Allocations: Planning. Assessing and Planning within the Organization. Ways of Assessing Needs. Analyzing Organizational Needs. Planning. References13. Observing Skills. Formative Observation Instruments Are Not Summative Evaluation Instruments. Ways of Describing. Quantitative Observations. Qualitative Observations. Tailored Observation Systems. Types and Purposes of Observations. Cautions Concerning ObservationsReferences14. Research and Evaluation Skills JudgmentsKey Decisions in the Program Evaluation Process Overall Instructional Program Evaluation. Other Considerations for EvaluationTeacher EvaluationReferencesV. TECHNICAL TASKS OF SUPERVISION 15. Direct Assistance to Teachers Clinical Supervision. Comparing Clinical Supervision with Teacher Evaluation. Integrating Clinical Supervision and Developmental Supervision. Peer Coaching. References16. Group Development Dimensions of an Effective Group. Group Member Roles. Dealing with Dysfunctional Members. Resolving Conflict. Preparing for Group Meetings. References17. Professional Development Characteristics of Successful Professional Development Programs. Integrating Schoolwide, Group, and Individual Professional Development. Alternative Professional Development Formats. Examples of Effective Professional Development Programs. Stages of Professional Development. The Nuts and Bolts. Extending the Concept of Professional DevelopmentEvaluating Professional Development ProgramsTeachers as Objects or Agents in Professional Development.References18. Curriculum Development Sources of Curriculum Development. Legislated LearningCurriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction.What Should Be the Purpose of the Curriculum? What Should Be the Content of the Curriculum? How Should the Curriculum Be Organized? In What Format Should the Curriculum Be Written? Curriculum Format as Reflective of Choice Given to Teachers. Relationship of Curriculum Purpose, Content, Organization, and Format. Levels of Teacher Involvement in Curriculum Development. Integrating Curriculum Format with Developers and Levels of Development. Matching Curriculum Development with Teacher Development.The Curriculum and Cultural DiversityReferences 19. Action Research: The School as the Center of InquiryHow Is Action Research Conducted? A Developmental Approach to Action Research. Action Research: Vehicle for a Cause beyond Oneself. Examples of Action Research. Expanding Boundaries: Alternative Approaches to Action ResearchShared Governance for Action Research.Suggestions for Assisting Action Research. Conclusion: Focus, Structure, and Time for Development.ReferencesVI. Cultural Tasks of Supervision20. Facilitating ChangeEducation Change TheoryChange at the Individual LevelChanging the Conditions of TeachingReferences21. Addressing DiversityAchievement Gaps Among Economic, Racial, and Ethnic GroupsA Societal or a School Problem?Cultural ClashesCulturally Responsive TeachingCulturally Responsive SchoolsGender EquityEquity for Sexual MinoritiesOverarching PatternsConnecting the Technical Tasks of Supervision to Cultural ResponsivenessReferences22. Building CommunityDemocratic CommunityMoral CommunityProfessional Learning CommunityCommunity of InquiryEngagement with the Larger CommunityFive Attributes, One CommunityConclusionReferencesAppendix A: Review of Interpersonal Behavior in Four Supervisory Approaches.Name IndexSubject Index