The Basic Guide to Supervision and Instructional Leadership

by Glickman, Carl D.; Gordon, Stephen P.; Ross-Gordon, Jovita M.

• ISBN13: 9780205404438
• ISBN10: 020540443X
• Edition: 2nd
• Format: Paperback
• Copyright: 2009-01-01
• Publisher: Allyn & Bacon

Summary

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."

Table of Contents

Preface	xv
PART I Introduction	1	(12)
SuperVision for Successful Schools	3	(10)
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 Index	355	(6)
Subject Index	361