Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

• Foreword - Stephen P. GordonPrefaceAcknowledgmentsAbout the AuthorsDedicationPart I. The Art and Science of Instructional Leadership1. The Craft of Teacher SupervisionOur StudyThe Instructional Supervision Legacy: From Control to CollaborationResearch on Instructional SupervisionCurrent Issues in the Field2. The Conference: Heart of Instructional SupervisionSuccessful ApproachesResearch on Instructional ConferencesOur FindingsSummary3. Staff Development: Promoting Professional GrowthResearch on Teaching and LearningHow Do Teachers Learn? Principles That Shape Staff DevelopmentOur Findings: The Lifelong Study of Teaching and LearningPSSSSST! RedesignTips for LeadersSummary4. Reflection: Encouraging Critical StudyThe Need for Reflective PracticeRelated Research and the Development of Frameworks for Reflective ThinkingApproaches to Reflective SupervisionOur Study: Characteristics of Teacher ReflectionPrincipal Behaviors Fostering Reflection in Teachers and the Benefits to TeachersCognitive Coaching: Bridge to ReflectionEncouraging Reflection: Helpful RemindersPortrait of a Facilitator for Reflective PracticePart II. How Supervisors′ Behaviors - Positive and Negative - Affect Teachers5. Being Visible Versus Interrupting and AbandoningVisibility by Wandering AroundInterruption of Class InstructionAbandonment6. Praising Versus CriticizingPraiseCriticism: More About Control7. Extending Autonomy Versus Maintaining ControlExtending AutonomyThe Control Orientation and Instructional LeadershipOther Aspects of ControlGoals of Principals′ Control OrientationThe Abusive Control Orientation: The Worst of AllSummary8. Conclusion: The Successful Instructional LeaderWhat, Then, Is Successful Instructional Leadership or Supervision?Successful Leadership Vis-à-vis InstructionTips for PrincipalsLinking Instructional Leadership to the Development of a Professional Learning Community9. Instructional Leadership: A Bridge to the Development of a Professional Learning CommunityRecruiting for a Professional Learning CommunityProfessional Learning Communities: Findings From ResearchSuggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning CommunityEveryone an Academic LeaderMore to Learn: A Final WordResource: Research Method and ProceduresReferencesIndex

it suited the courseit had practical information

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

• Foreword - Stephen P. GordonPrefaceAcknowledgmentsAbout the AuthorsDedicationPart I. The Art and Science of Instructional Leadership1. The Craft of Teacher SupervisionOur StudyThe Instructional Supervision Legacy: From Control to CollaborationResearch on Instructional SupervisionCurrent Issues in the Field2. The Conference: Heart of Instructional SupervisionSuccessful ApproachesResearch on Instructional ConferencesOur FindingsSummary3. Staff Development: Promoting Professional GrowthResearch on Teaching and LearningHow Do Teachers Learn? Principles That Shape Staff DevelopmentOur Findings: The Lifelong Study of Teaching and LearningPSSSSST! RedesignTips for LeadersSummary4. Reflection: Encouraging Critical StudyThe Need for Reflective PracticeRelated Research and the Development of Frameworks for Reflective ThinkingApproaches to Reflective SupervisionOur Study: Characteristics of Teacher ReflectionPrincipal Behaviors Fostering Reflection in Teachers and the Benefits to TeachersCognitive Coaching: Bridge to ReflectionEncouraging Reflection: Helpful RemindersPortrait of a Facilitator for Reflective PracticePart II. How Supervisors′ Behaviors - Positive and Negative - Affect Teachers5. Being Visible Versus Interrupting and AbandoningVisibility by Wandering AroundInterruption of Class InstructionAbandonment6. Praising Versus CriticizingPraiseCriticism: More About Control7. Extending Autonomy Versus Maintaining ControlExtending AutonomyThe Control Orientation and Instructional LeadershipOther Aspects of ControlGoals of Principals′ Control OrientationThe Abusive Control Orientation: The Worst of AllSummary8. Conclusion: The Successful Instructional LeaderWhat, Then, Is Successful Instructional Leadership or Supervision?Successful Leadership Vis-à-vis InstructionTips for PrincipalsLinking Instructional Leadership to the Development of a Professional Learning Community9. Instructional Leadership: A Bridge to the Development of a Professional Learning CommunityRecruiting for a Professional Learning CommunityProfessional Learning Communities: Findings From ResearchSuggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning CommunityEveryone an Academic LeaderMore to Learn: A Final WordResource: Research Method and ProceduresReferencesIndex

it suited the courseit had practical information

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

• Foreword - Stephen P. GordonPrefaceAcknowledgmentsAbout the AuthorsDedicationPart I. The Art and Science of Instructional Leadership1. The Craft of Teacher SupervisionOur StudyThe Instructional Supervision Legacy: From Control to CollaborationResearch on Instructional SupervisionCurrent Issues in the Field2. The Conference: Heart of Instructional SupervisionSuccessful ApproachesResearch on Instructional ConferencesOur FindingsSummary3. Staff Development: Promoting Professional GrowthResearch on Teaching and LearningHow Do Teachers Learn? Principles That Shape Staff DevelopmentOur Findings: The Lifelong Study of Teaching and LearningPSSSSST! RedesignTips for LeadersSummary4. Reflection: Encouraging Critical StudyThe Need for Reflective PracticeRelated Research and the Development of Frameworks for Reflective ThinkingApproaches to Reflective SupervisionOur Study: Characteristics of Teacher ReflectionPrincipal Behaviors Fostering Reflection in Teachers and the Benefits to TeachersCognitive Coaching: Bridge to ReflectionEncouraging Reflection: Helpful RemindersPortrait of a Facilitator for Reflective PracticePart II. How Supervisors′ Behaviors - Positive and Negative - Affect Teachers5. Being Visible Versus Interrupting and AbandoningVisibility by Wandering AroundInterruption of Class InstructionAbandonment6. Praising Versus CriticizingPraiseCriticism: More About Control7. Extending Autonomy Versus Maintaining ControlExtending AutonomyThe Control Orientation and Instructional LeadershipOther Aspects of ControlGoals of Principals′ Control OrientationThe Abusive Control Orientation: The Worst of AllSummary8. Conclusion: The Successful Instructional LeaderWhat, Then, Is Successful Instructional Leadership or Supervision?Successful Leadership Vis-à-vis InstructionTips for PrincipalsLinking Instructional Leadership to the Development of a Professional Learning Community9. Instructional Leadership: A Bridge to the Development of a Professional Learning CommunityRecruiting for a Professional Learning CommunityProfessional Learning Communities: Findings From ResearchSuggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning CommunityEveryone an Academic LeaderMore to Learn: A Final WordResource: Research Method and ProceduresReferencesIndex

it suited the courseit had practical information