The Basic Guide to Supervision and Instructional Leadership

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

• ISBN13: 9780205578597
• ISBN10: 0205578594
• Edition: 2nd
• Format: Paperback
• Copyright: 2008-04-30
• Publisher: Pearson

Summary

This shortened version maintains the original textrs"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 new edition continues the bookrs"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 on "Supervision for What? Democracy and the Good School."

Table of Contents

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

The Agony of Thought and Feeling

Knowledge

The Norm: Why Schools Are as They Are

The Work Environment or Culture of Schools

The Legacy of the One-Room Schoolhouse

Blaming the Victim and Structural Strain

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

Summary

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

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?

Summary, Conclusions, and Propositions

Interpersonal Skills

Supervisory Behavior Continuum: Know Thyself

Outcomes of Conference

Valid Assessment of Self

Johari Window

Cognitive Dissonance

Summary, Conclusions, and Preview

Developmental Supervision: An Introduction

Case Study One

Case Study Two

Case Study Three

Case Study Four

Developmental Supervision

Summary and a Look Ahead

Directive Control Behaviors

Directive Control Behaviors with Individuals

Directive Control Behaviors with Groups

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 Informational Behaviors with Individuals

Directive Informational Behaviors with Groups

Comparing Directive Control and Directive Informational Statements

Issues in the Directive Informational Approach

When to Use Directive Informational Behaviors

Moving from Directive Informational toward Collaborative Behaviors

Collaborative Behaviors

Collaborative Behaviors with Individuals

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 Behaviors with Individuals

Nondirective Behaviors with Groups

Initiating Nondirective Supervision

Nondir

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