Supervision and Instructional Leadership: A Developmental Approach Paperback - 2018

A ground-breaking look at instructional leadership and supervision, updated to keep pace with the purposes, practices, structure, and language of supervision today. The new edition of SuperVision and Instructional Leadership continues the innovative approach that has made it so widely popular, and includes a number of new content changes that bring the subject matter thoroughly up to date. Long recognized as a leading text in the field, this book calls for a collegial approach to instructional supervision; considers the knowledge necessary for successful supervision; discusses interpersonal skills, including different approaches to supervision and how they are used in developmental supervision; presents the technical skills of supervision, such as observing, assessing, planning, implementing, and evaluating; describes the technical tasks of supervision; and deals with the cultural tasks of supervision. A variety of learning aids ensure understanding of the theories and concepts (from the publisher).

Details

• Title Supervision and Instructional Leadership: A Developmental Approach
• Author Carl Glickman; Stephen Gordon; Jovita Ross-Gordon
• Binding Paperback
• Edition 10th Edition
• Pages 528
• Volumes 1
• Language ENG
• Publisher Pearson
• Date 2018
• Features Bibliography, Index
• ISBN 9780134449890 / 0134449894
• Weight 1.5 lbs (0.68 kg)
• Dimensions 9.1 x 7.3 x 0.7 in (23.11 x 18.54 x 1.78 cm)
• Library of Congress subjects School supervision
• Library of Congress Catalog Number 2016028429
• Dewey Decimal Code 371.203

Part One: Introduction  1 SuperVision for Successful SchoolsPart Two: Knowledge   2 The Norm: Why Traditional Schools Are as They Are 3 The Dynamic School 4 Adult and Teacher Development Within the Context of the School 5 Reflections on Educational Beliefs, Teaching, and SupervisionPart Three: Interpersonal Skills   6 Supervisory Behavior Continuum: Know Thyself   7 Directive Control Behaviors   8 Directive Informational Behaviors  9 Collaborative Behaviors   10 Nondirective Behaviors   11 Developmental SupervisionPart Four: Technical Skills   12 Observing Skills    13 Assessing and Planning Skills   14 Implementation and Evaluation SkillsPart Five: Technical Tasks of Supervision   15 Direct Assistance to Teachers 16 Evaluation of Teaching   17 Group Development   18 Professional Development   19 Curriculum Development   20 Action Research: The School as the Center of InquiryPart Six: Cultural Tasks of Supervision  21 Facilitating Change  22 Addressing Diversity   23 Building CommunityDETAILED TABLE OF CONTENTSPart One: Introduction 11. SuperVision for Successful Schools 3 SuperVision: A New Name for a New Paradigm 6 Supervisory Glue as a Metaphor for Success 9 New Roles for Supervisors and Teachers 9 Supervision and Moral Purpose 17 Organization of This Book 18 Reflective Exercise 20Part Two: Knowledge 212. The Norm: Why Traditional Schools Are as They Are 23The Work Environment or Culture of Schools: The Legacy of the One-Room Schoolhouse 24Cultures Within Cultures 32Looking Deeper: The Newtonian Paradigm and Traditional Schools 34Reflective Exercise 383. The Dynamic School 39Shared Leadership, Collegiality, and Collaboration 41A Cause Beyond Oneself 41Professional Development 42Positive Learning Climate 43Authentic Curriculum, Instruction, and Assessment 44Democracy 46Inquiry 47Cultural Responsiveness 48Partnerships and Networks 49Beyond Newtonianism: The Quantum Paradigm and Dynamic Schools 54Closing Question 61Reflective Exercise 614. Adult and Teacher Development Within the Context of the School 62Adults as Learners 63Adult and Teacher Development 75Development: Ebb and Flow 91Reflective Exercise 925. Reflections on Educational Beliefs, Teaching, and Supervision 93Beliefs, Goals, and Effective Teaching 94Beliefs About Education 96Supervisory Beliefs 97Supervisory Platform as Related to Educational Philosophy 99Checking Your Own Supervisory Beliefs 103What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? 106Educational Philosophy, Teachers, Supervisors, and Supervisory Approach 107Where You Stand Depends on Where You Sit: Effects of Culture on Beliefs 107Reflective Exercise 109Part Three: Interpersonal Skills 1116. Supervisory Behavior Continuum: Know Thyself 113Outcomes of Conference 116Valid Assessment of Self 117Cognitive Dissonance 124Comparing Self-Perceptions with Others’ Perceptions 124Comparing Self-Perceptions to Recorded Behaviors 126360-Degree Feedback 127Reflective Exercise 1287. Directive Control Behaviors 130Characteristics of Teachers Best Matched with Directive Control Behaviors 131Directive Control Sequence of Behaviors 132A History of Overreliance on Control 136Issues in Directive Control 136When to Use Directive Control Behaviors 137Moving from Directive Control Toward Directive Informational Behaviors 138Reflective Exercise 1398. Directive Informational Behaviors 140Characteristics of Teachers Best Matched with Directive Informational Behaviors 141Directive Informational Sequence of Behaviors 142Comparing Directive Control and Directive Informational Statements 145Issues in the Directive Informational Approach 147When to Use Directive Informational Behaviors 147Moving from Directive Informational Toward Collaborative Behaviors 148Reflective Exercise 1499. Collaborative Behaviors 150Characteristics of Teachers Best Matched with Collaborative Behaviors 151Collaborative Sequence of Behaviors 152Issues in Collaborative Supervision 156When to Use Collaborative Behaviors 157Moving from Collaborative Toward Nondirective Behaviors 158Reflective Exercise 15910. Nondirective Behaviors 160Characteristics of Teachers Best Matched with Nondirective Behaviors 161Nondirective Sequence of Behaviors 162Initiating Nondirective Supervision 166Nondirective, Not Laissez-Faire, Supervision 167Issues with Nondirective Supervision 168When to Use Nondirective Behaviors 169Reflective Exercise 17111. Developmental Supervision 172Phase 1: Choosing the Best Approach 173Phase 2: Applying the Chosen Approach 175Phase 3: Fostering Teacher Development 176Not Algorithms, but Guideposts for Decisions 177Case Studies in Developmental Supervision 178Reflective Exercise 188Part Four: Technical Skills 19112. Observing Skills 193Quantitative Observations 196Qualitative Observations 203Tailored Observation Systems 208Schoolwide Classroom Observation 210Review of Types and Purposes of Observation 214Trends and Cautions Regarding Observation 215Reflective Exercise 21913. Assessing and Planning Skills 220Personal Improvement 221Instructional Improvement Within the Organization 228Ways of Assessing Need 229Analyzing Organizational Needs 234Planning 238Reflective Exercise 24714. Implementation and Evaluation Skills 248Stages of Implementation 249Factors that Affect Implementation 251Implementation at the Individual Level 253Evaluation of Instructional Improvement Efforts 255Two Types of Program Evaluation: Formative and Summative 257Program Evaluation and Teacher Empowerment 263Reflective Exercise 264Part Five: Technical Tasks of Supervision 26515. Direct Assistance to Teachers 267Clinical Supervision 268The Relationship of Clinical Supervision with Other Processes 273Peer Coaching 274Mentoring 278Using Direct Assistance to Improve Classroom Culture 282Reflective Exercise 28316. Evaluation of Teaching 284The New Wave of Evaluation Systems: From the Frying Pan to the Fire? 286Summative and Formative Evaluation 288Suggestions for Summative Evaluation 293Suggestions for Formative Evaluation 295Beyond Evaluation of Individual Teaching 300Reflective Exercise 30117. Group Development 302Stages of Group Development 303Characteristics of Effective Groups 306Group Member Roles 307Applying Developmental Supervision to Groups 314Resolving Conflict 316Preparing for Group Meetings 320Reflective Exercise 32418. Professional Development 325 Characteristics of Successful Professional Development Programs 327Integrating Schoolwide, Group, and Individual Professional Development 328Alternative Professional Development Formats 329Stages of Professional Development 331Evaluating Professional Development 332Teachers as Objects or Agents in Professional Development 333Reflective Exercise 33719. Curriculum Development 338Legislated Learning 340Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction 342The Curriculum and Cultural Diversity 357Curriculum Mapping—and Remapping 359Developing Curriculum Units: Understanding by Design 363Reflective Exercise 36620. Action Research: The School as the Center of Inquiry 367How Is Action Research Conducted? 370Characteristics of Successful Action Research 374Expanding Boundaries: Alternative Approaches to Action Research 375Shared Governance for Action Research 379Suggestions for Assisting Action Research 384Reflective Exercise 385Part Six: Cultural Tasks of Supervision 38721. Facilitating Change 389Chaos Theory 392Postmodern Theory 395Education Change Theory 398Making Connections 407Changing the Conditions of Teaching 407Reflective Exercise 41022. Addressing Diversity 411Achievement Gaps Among Economic, Racial, and Ethnic Groups 412Gender Equity 428Equity for Sexual and Gender Minorities 430Equity for Students with Disabilities 433Overarching Patterns 437Connecting the Technical Tasks of Supervision to Cultural Responsiveness 437Reflective Exercise 43823. Building Community 439Democratic Community 442Moral Community* 444Professional Learning Community 449Community of Inquiry 451Engagement with the Larger Community 452Five Attributes, One Community 455Conclusion 456Reflective Exercise 458 Appendix A: Educational Philosophy Q Sort* 459Appendix B: Review of Interpersonal Behavior in the Four Supervisory Approaches 465References 467Name Index 497Subject Index 502