Instructional Supervision: Applying Tools and Concepts

by Zepeda, Sally J.

• ISBN13: 9781930556416
• ISBN10: 1930556411
• Additional ISBN(s): 9781930556843
• Format: Hardcover
• Copyright: 2002-11-01
• Publisher: Eye on Education
• More Book Details
• Purchase Benefits

Table of Contents

About the Author	v
Acknowledgments	vii
Thinking About Supervision That Makes a Difference	1	(16)
Supervision	1	(1)
The Landscape of Standards	2	(5)
Subject-Matter Standards	3	(2)
Grade-Level Standards	5	(1)
State Department Standards	5	(2)
Issues of Accountability and High Stakes	7	(4)
Supervision Is Not a Linear, Lockstep Process	11	(2)
Linking Instructional Supervision, Staff Development, and Teacher Evaluation	13	(1)
Summary	13	(2)
Suggested Activities	15	(1)
From Theory to Practice	15	(1)
Group Processing	15	(1)
Reflection	15	(1)
References	15	(2)
Understanding Instructional Supervision	17	(16)
Introducing Instructional Supervision	17	(2)
The Intents of Instructional Supervision	19	(2)
The Intents of Teacher Evaluation	21	(2)
Differentiated Supervision	23	(2)
Developmental Supervision	25	(1)
Styles that Support Differentiated and Developmental Supervision	25	(3)
Summary	28	(1)
Suggested Activities	29	(1)
From Theory to Practice	29	(1)
Group Processing	29	(1)
Reflection	29	(1)
References	29	(4)
Informal and Formal Instructional Supervision	33	(16)
Introducing Informal and Formal Instructional Supervision	33	(2)
Informal Classroom Observations	35	(5)
Formal Classroom Observations	40	(4)
The Clinical Supervision Model and Its Components	44	(2)
Summary	46	(1)
Suggested Activities	47	(1)
From Theory to Practice	47	(1)
Group Processing	47	(1)
Reflection	47	(1)
References	47	(2)
The Pre-Observation Conference	49	(18)
Attributes of the Pre-Observation Conference	49	(6)
Focus and the Pre-Observation Conference	55	(4)
Negotiating Boundaries for the Observation Focus	57	(1)
Implications about Focus and the Observation	57	(1)
Fear to Focus	58	(1)
The Johari Window and the Pre-Observation Conference	59	(4)
Implications for Supervision	61	(2)
How to Prepare for the Classroom Observation	63	(1)
Summary	63	(1)
Suggested Activities	64	(1)
From Theory to Practice	64	(1)
Group Processing	64	(1)
Reflection	65	(1)
References	65	(2)
The Classroom Observation	67	(34)
Introducing the Classroom Observation	67	(1)
The Intents of Data Collection	67	(3)
Implications for Supervisors	68	(2)
Types of Data	70	(3)
Wide-Angle and Narrow-Angle Data Collection Techniques	73	(1)
Tips from the Field	74	(2)
Overview and Application of Observation Tools and Methods	76	(20)
Tool 1: Observation Guide for Using Bloom's Taxonomy	77	(4)
Tool 2: Focus on Wait Time	81	(2)
Tool 3: Focus on Cause-and-Effect Data	83	(2)
Tool 4: Focus on Variety of Instructional Methods on How	85	(2)
Tool 5: Examining Teacher-Student Discussion with a Focus Student Comments are Incorporated into the Lesson	87	(1)
Tool 6: Selective Verbatim---Teacher Verbal and Student Physical or Verbal Behaviors	88	(2)
Tool 7: Wide Angle: No Focus	90	(2)
Tool 8: Focus on Calling Patterns and Patterns of Interaction	92	(2)
Tool 9: Focus on Tracking Transition Patterns	94	(1)
Tool 10: Focus on Tracking the Beginning and Ending (Closure) of Class	95	(1)
Summary	96	(2)
Suggested Activities	98	(1)
From Theory to Practice	98	(1)
Group Processing	98	(1)
Reflection	99	(1)
References	99	(2)
The Post-Observation Conference	101	(18)
Introducing the Post-Observation Conference	101	(1)
The Purposes of the Post-Observation Conference	102	(1)
Lesson Reconstruction, Constructivism, and the Zone of Proximal Development	102	(2)
Lesson Reconstruction	102	(1)
Constructivism	102	(1)
The Zone of Proximal Development	103	(1)
Preparing for the Post-Observation Conference	104	(4)
Supervisory Approaches and the Post-Observation Conference	108	(1)
Feedback, Trust, and the Johari Window Revisited	109	(6)
Feedback	109	(3)
Trust	112	(2)
The Johari Window Revisited	114	(1)
After the Post-Observation Conference, Then What?	115	(1)
Summary	116	(1)
Suggested Activities	116	(1)
From Theory to Practice	116	(1)
Group Processing	116	(1)
Reflection	117	(1)
References	117	(2)
Career Stages, Adult Learning, and Supervision	119	(30)
Introducing Career Stages, Adult Learning, and Supervision	119	(1)
The Nexus Between Adult and Student Learning	120	(2)
Career Stages	122	(7)
Know Your People	122	(2)
Career Stage Theories and the Career Stage Continuum	124	(4)
Maslow's Hierarchy of Needs	128	(1)
Goal Setting, Tracking Faculty Goals, and Attributes of Goals	129	(6)
Short- and Long-Term Goal Setting	130	(2)
Tracking Faculty Goals	132	(2)
Attributes of Goals	134	(1)
Principles of Adult Learning	135	(5)
Make Learning Authentic for the Adult Learner	135	(1)
Know What Motivates the Adult Learner	136	(1)
Empower Transformational Learning	137	(1)
Support Active Construction of Knowledge	137	(1)
Establish a Climate Conducive to Adult Learning	137	(1)
Create an Organizational Structure for Participative Planning	138	(2)
Supervision That Embraces the Adult Learner Across Career Stages	140	(4)
Supervision for Beginning Teachers	140	(2)
Supervision for Veteran Teachers	142	(2)
Summary	144	(1)
Suggested Activities	145	(1)
From Theory to Practice	145	(1)
Group Processing	145	(1)
Reflection	145	(1)
References	145	(4)
Motivation and Supervisory Leadership: An Overview	149	(14)
Introducing Motivation and Supervisory Leadership	149	(1)
Motivation Theories	149	(7)
Maslow's Theory of Human Motivation	149	(2)
McClelland's Theory of Motivation	151	(2)
Herzberg's Theory of Motivation	153	(1)
Blending Maslow's and Herzberg's Motivation Theories	154	(1)
Making the Connection Between Motivation and Adult Learning	154	(2)
Leadership and Motivation	156	(2)
Theory X and Y Leaders: Two Differing Styles of Leadership	156	(1)
Fusion Leadership	157	(1)
Implications for Supervisors	158	(2)
Summary	160	(1)
Suggested Activities	160	(1)
From Theory to Practice	160	(1)
Group Processing	160	(1)
Reflection	160	(1)
References	161	(2)
Peer Coaching	163	(16)
Introducing Peer Coaching	163	(1)
Defining Peer Coaching	164	(3)
Types of Peer Coaching	167	(2)
Technical Coaching, Collegial Coaching, and Challenge Coaching	167	(1)
Cognitive Coaching	168	(1)
The Processes and Components of the Peer Coaching Model	169	(2)
Conditions for Successful Peer Coaching	171	(4)
Training	171	(1)
Trust	171	(1)
Administrative Support	172	(3)
Connecting Peer Coaching to Other Forms of Supervision	175	(1)
Summary	175	(1)
Suggested Activities	176	(1)
From Theory to Practice	176	(1)
Group Processing	176	(1)
Reflection	176	(1)
References	176	(3)
Action Research	179	(16)
Introducing Action Research	179	(1)
Action Research Defined	180	(1)
Models of Action Research	181	(2)
The Processes and Components of Action Research	183	(2)
Reflection	185	(1)
Connecting Action Research to Instructional Supervision	186	(6)
Summary	192	(1)
Suggested Activities	192	(1)
From Theory to Practice	192	(1)
Group Processing	192	(1)
Reflection	192	(1)
References	192	(3)
Portfolio Supervision	195	(12)
Introducing Portfolio Supervision	195	(1)
What Is a Portfolio?	196	(5)
The Contents of a Portfolio	198	(2)
Parameters for Selecting Portfolio Contents	200	(1)
Extending Clinical Supervision Through Portfolio Development	201	(1)
A Model of Portfolio Supervision	201	(1)
Essential Skills: Reflection, Goal Setting, and Decision Making	202	(2)
Reflection	203	(1)
Self-Analysis	204	(1)
Decision Making	204	(1)
The Portfolio as a Framework to Extend Supervision	204	(1)
Summary	205	(1)
Suggested Activities	205	(1)
From Theory to Practice	205	(1)
Group Processing	205	(1)
Reflection	205	(1)
References	205	(2)
Mentoring and Induction	207	(18)
Introducing Mentoring and Induction	207	(1)
The Multifaceted and Complex Nature of Mentoring	208	(2)
Examining Qualities, Skills, and Functions of Mentors	210	(2)
Selecting, Training, and Assigning Mentors	212	(3)
Mentoring in an Era of Accountability	215	(3)
Induction: Where Mentoring Matters Most	218	(2)
Formative Assistance: The Linkage to Supervision	220	(1)
Formative Approaches	220	(1)
Summary	221	(1)
Suggested Activities	222	(1)
From Theory to Practice	222	(1)
Group Processing	222	(1)
Reflection	222	(1)
References	222	(3)
Pulling It All Together	225	(4)
Job-Embedded Learning	225	(2)
Attributes of Job-Embedded Learning: Applications to Supervision	226	(1)
References	227	(2)
References	229	(10)
Index	239