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SuperVision and Instructional Leadership : A Developmental Approach,9780205625031
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SuperVision and Instructional Leadership : A Developmental Approach

by ; ;
Edition:
8th
ISBN13:

9780205625031

ISBN10:
0205625037
Format:
Hardcover
Pub. Date:
3/19/2009
Publisher(s):
Pearson
List Price: $154.00

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Customer Reviews

Valuable textbook  March 14, 2011
by


This is by and far the best textbook on educational leadership and instructional improvement I have read to date. It shatters long establish paradigms and challenges us to develop a culture of change that really results in success of our students to be active participants in a democratic society. I must say that I enjoyed this book. It is very informative and is a great resource for those looking to go into school administration. Highly recommended reading!






SuperVision and Instructional Leadership : A Developmental Approach: 4 out of 5 stars based on 1 user reviews.

Summary

This groundbreaking book in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision. The book's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped redefine the meaning of supervision and instructional leadership. The Eighth Edition continues the book's trend-setting tradition by placing 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, "Supervision for What? Democracy and the Good School."

Table of Contents

All Chapters conclude with Exercises
References and Suggested Readings
Introduction
SuperVision for Successful Schools
SuperVision: A New Name for a New Paradigm
Supervisory Glue as a Metaphor for Success
Who Is Responsible for SuperVision?
Organization of This Book
Supervision and Moral Purpose
Practitioner Reflection: When is Collegiality Real?
Knowledge
The Norm: Why Schools Are as They Alre
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
To Qualify, Summarize, and Propose
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
Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
Adults as Learners
Adult and Teacher Development
Developmental Theories of Motivation and Teacher Development
Development: Ebb and Flow
Propositions
Reflections on Schools, Teaching, and Supervision
Effective Teaching Research: A Historical Perspective
Cautions Concerning Effective Teaching Research
The Coast of Britain
Effective and Good Schools: The Same?
Changing Views: New Emphasis on Constructivist Teaching and Learning
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?
The Authors'
Supervisory Platform
Summary, Conclusions, and Propositions
Interpersonal Skills
Supervisory Behavior Continuum: Know Thyself
Outcomes of Conference
Valid Assessment of Self
Johari Window
Cognitive Dissonance
Comparing Self-Perceptions with Other Perceptions
Summary, Conclusions, and Preview
Developmental Supervision: An Introduction
Developmental Supervision
Summary and a Look Alhead
Directive Control Behaviors
Directive Continum of Behaviors
A History of Overreliance on Control
Issues in Directive Control
When to Use Directive Control Behaviors
Moving from Directive Control toward Directive Informational Behaviors
Directive Informational Behaviors
Directive Continum of Behaviors
Comparing Directive Control and Directive Informational Statements
Issues in the Directive Informational Alpproach
When to Use Directive Informational Behaviors
Moving from Directive Informational toward Collaborative Behaviors
Practitioner Reflection: The Lesson Plan (by Julie N. Diehl)
Collaborative Behaviors
Collaborative Continum of Behaviors
Collaborative Behaviors with Groups
Issues in Collaborative Supervision
When to Use Collaborative Behaviors
Moving from Collaborative toward Nondirective Behaviors
Collaboration and Cooperation
Nondirective Behaviors
Nondirective Continum of Behaviors
Initiating Nondirective Supervision
Nondirective, Not Laissez Faire, Supervision
Issues with Nondirective Supervision
When to Use Nondirective Behaviors
Nondirective Supervision, Teacher Collaboration
Practitioner Reflection: A Nondirective Approach as I'm Developing (by Lynn M. Rasmussen)
Developmental Supervision: Theory and Practice
Rationale for Developmental Supervision
Applying Developmental Supervision
Not Algorithms, But Guideposts for Decisions
Technical Skills
Assessing and Planning Skills
Personal Plans
Assessing Time
Changing Time Allocations: Planning
Assessing and Planning within the Organization
Ways of Assessing Needs
Analyzing Organizational Needs
Planning
Models Combining Assessment and Planning
Strategic Planning
Planning: To What Extent?
Observing Skills
Formative Observation Instruments Are Not Summative Evaluation Instruments
Ways of Describing
Quantitative Observations
Quantitative and Qualitative Instruments
Qualitative Observations
Tailored Observation Systems
Types and Purposes of Observations
Further Cautions When Using Observations
Research and Evaluation Skills
Alternative Approaches to Research and Evaluation Judgments
Key Decisions in the Evaluation Process
Evidence of Program Outcomes
Overall Instructional Program Evaluation
Other Considerations for Evaluation
Teacher Evaluation
Technical Tasks Of Supervision
Direct Assistance to Teachers
Clinical Supervision
Comparing Clinical Supervision with Teacher Evaluation
Integrating Clinical Supervision and Developmental Supervision
Peer Coaching
Other Forms of Direct Alssistance
Establishing Procedures for Direct Alssistance
Developmental Considerations in Direct Alssistance
Group Development
Dimensions of an Effective Group
Group Member Roles
Applying Developmental Supervision of Groups
Dealing with Dysfunctional Members
Resolving Conflict
Preparing for Group Meetings
Procedures for Large-Group Involvement
Practitioner Reflection: Working Toward the Big Picture (by Susan Maxey)
Professional Development
Why the Need for 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
Matching Professional Development to Teacher Characteristics
The Nuts and Bolts
Teachers as Objects or Agents in Professional Development
Practitioner Reflection: Professional Development as Time Will Spent (by Cheyl Granade Sullivan)
Curriculum Development
Sources of Curriculum Development
Teacher-Proof Curriculum
Curriculum 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
Action Research: The School as the Center of Inquiry
Action Research: The Concept
How Is Action Research Conducted?
A Developmental Approach to Action Research
Decisions about Action Research
Action Research: Vehicle for a Cause beyond Oneself
Examples of Action Research
Action Research Leagues
Shared Governance for Action Research
Examples of Shared Governance for Schoolwide Action Research
Suggestions for Action Research
Conclusion: Focus, Structure, and Time for Development
VICultural Tasks of Supervision
Facilitating Change
Chaos Theory
Postmodern Theory
Close to Home: Education Change Theory
Change at the Individual Level
Addressing Diversity
Achievement Gaps Among Economic, Racial, and Ethnic Groups
A Society or School Problem?
Cultural Clashes
Culturally Responsive Teaching
Culturally Responsive Schools
Gender Equity
Equity for Sexual Minorities
Overarching Patterns
Connecting the Technical Tasks of Supervision to Cultural Responsiveness
Building Community
Democratic Community
Moral Community
Professional Learning Community
Community of Inquiry
Engagement with the Larger Community
Five Attributes, One Community
Conclusion
What Is Your Educational Philosophy?
Review fo Interpersonal Behavior in Four Supervisory Appraoches
Name Index
Subject Index
Table of Contents provided by Publisher. All Rights Reserved.


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