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SuperVision and Instructional Leadership: A Developmental Approach,9780205489534
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SuperVision and Instructional Leadership: A Developmental Approach

by ; ;
Edition:
8th
ISBN13:

9780205489534

ISBN10:
0205489532
Format:
Hardcover
Pub. Date:
1/1/2010
Publisher(s):
Prentice Hall
List Price: $132.00
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Summary

"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!

Table of Contents

Preface xiii
part one Introduction
1(16)
SuperVision for Successful Schools
3(14)
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)
Practitioner Reflection: When Is Collegiality Real?
12(2)
Edward F. Tobia
Exercises
14(1)
References
15(1)
Suggested Readings
16(1)
part two Knowledge
17(98)
The Norm: Why Schools Are as They Are
19(18)
The Work Environment or Culture of Schools
19(1)
The Legacy of the One--Room Schoolhouse
20(10)
Blaming the Victim and Structural Strain
30(1)
Viewing School Culture in the Context of the Larger Culture
31(1)
To Summarize and Propose
32(1)
Practitioner Reflection: Peace as a New Environmental Norm
32(1)
Cheryl Sirois
Exercises
33(2)
References
35(1)
Suggested Readings
36(1)
The Exception: What Schools Can Be
37(14)
Early Effective Schools Research
37(1)
The Second Wave of Effective Schools Research
38(1)
Context Studies in Effective Schools Research
39(1)
Has Effective Schools Research Outlived Its Usefulness?
40(1)
The Legacy of Effective Schools Research
40(1)
From Effective Schools to School Improvement
41(1)
A Cause beyond Oneself
42(1)
Connecting School Improvement to the Local Community and Larger Society
43(2)
Summary
45(1)
Practitioner Reflection: A Case for Engaging Parents in School Improvement Initiatives
46(1)
Gary Davison
Exercises
47(1)
References
48(2)
Suggested Readings
50(1)
Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
51(38)
Adults as Learners
52(7)
Adult and Teacher Development
59(17)
Development: Ebb and Flow
76(2)
Influences on Teacher Development
78(1)
Practitioner Reflection: Adult Learning for Student Learning
79(2)
Lauralee Pankonien
Exercises
81(1)
References
82(5)
Suggested Readings
87(2)
Reflections on Schools, Teaching, and SuperVision
89(26)
Effective Teaching Research: A Historical Perspective
90(1)
Cautions Concerning Effective Teaching Research
91(1)
The Coast of Britain
92(1)
Effective and Good Schools: The Same?
93(1)
Changing Views: New Emphasis on Constructivist Teaching and Learning
94(1)
Instructional Improvement and Effective Teaching
95(2)
Beliefs about Education
97(1)
Supervision Beliefs
98(1)
Supervisory Platform as Related to Educational Philosophy
99(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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