Leadership for Learning : How to Help Teachers Succeed

by Glickman, Carl D.

• ISBN13: 9780871205964
• ISBN10: 0871205963
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Assn for Supervision & Curriculum

Summary

In a follow-up to his earlier book Developmental Supervision, distinguished educator and author Carl D. Glickman provides instructional leaders -- supervisors, principals, and teachers -- with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses Structures of classroom assistance -- clinical supervision, peer coaching, critical friends, and action research groups; Formats for observations -- frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and Approaches to working directly with teachers -- directive, collaborative, and nondirective. Scenarios that describe interactions with teachers of diverse back-grounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachers. In addition to forms and examples that readers can duplicate or adapt to their own situation, the book includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity. Leadership for Learning goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. Drawing on his years of experience working with schools in varied settings, Glickman offers both advice and inspiration to instructional leaders who strive toward the ultimate goal of providing the best possible classroom experience for every student. Book jacket.

Author Biography

Carl D. Glickman is President of the Institute for Schools, Education, and Democracy in Athens, Georgia, as well as Chair of the Program for School Improvement and University Professor Emeritus of Education at The University of Georgia. He has been a principal of award-winning schools and a three-time recipient of the outstanding teacher award in the College of Education at The University of Georgia

Table of Contents

Acknowledgments	v
Preface	vii
Looking at Classroom Teaching and Learning	1	(8)
Structures for Classroom Assistance	9	(15)
Formats for Focusing Observation	24	(13)
Approaches to Working Closely with Teachers	37	(15)
Direct Applications to Assisting Teachers	52	(29)
Criteria for Assessing Teacher Competence and Growth	81	(13)
Purpose, Strength, and Collegial Force for School Success	94	(15)
Appendix A Peer Coaching Forms	109	(5)
Appendix B Frameworks for Teaching-A Focus for Observations	114	(7)
References	121	(3)
Resources	124	(13)
Index	137	(6)
About the Author	143