Standards for Instructional Supervision

by Gordon, Stephen P.

• ISBN13: 9781596670112
• ISBN10: 1596670118
• Format: Paperback
• Copyright: 2005-11-30
• Publisher: Eye on Education

Summary

The standards in this book will enhance teaching and learning. The list of the book's contributors reads like a "Who's Who" in the field of instructional supervision. These standards are practical, specific, and flexible, so that schools and districts can adapt them to their own contexts and goals. Each set also includes activities for professional development.

Table of Contents

Foreword	iii
Preface	iv
Part I Introduction	13	(18)
Toward Standards for Instructional Supervision: A Genealogy of Standards	1	(14)
Henry St. Maurice
Perry Cook
Etymology	3	(1)
Historical Background	4	(3)
Standards for Supervision	7	(4)
Conclusions	11	(1)
References	12	(3)
Standards for Instructional Supervision: Questions and Issues	15	(16)
Judy Castles-Bentley
Sharon Fillion
David Allen
Jane Ross
Stephen P. Gordon
What Are Modern Professional Standards in Education, and Where Did They Come From?	17	(2)
Should There Be Standards for Instructional Supervision?	19	(1)
Who Should Develop Standards?	20	(1)
What Should Be the Process for Developing Standards?	21	(1)
What Should Be the Scope of Supervision Standards?	22	(3)
Supervision Processes	23	(1)
Knowledge, Skills, and Dispositions	23	(2)
Scope of Proposed Standards	25	(1)
Should Standards Be Differentiated?	25	(1)
How Should Standards Be Organized?	26	(1)
What Should Be the Relationship Between Standards and Assessment?	27	(1)
References	28	(3)
Part II Cultural Standards	31	(90)
Standards of Democratic Supervision	33	(16)
Duncan Waite
The Three Sides to Democratic Supervision	36	(1)
Democratic Supervision: Goals, Contexts, and Rationales	36	(5)
Supervising in More Democratic Ways	41	(4)
Professional Development Activity	45	(1)
Assessment	46	(1)
References	46	(3)
Standards of Ethical Learning and Teaching	49	(14)
Robert J. Starratt
The Moral Character of School Learning	52	(3)
Learning as Virtuous Activity	55	(3)
The Realpolitic of Accountability	58	(1)
A Model of Supervision That Attends to the Moral Character of Learning	59	(1)
Professional Development Activities	60	(2)
References	62	(1)
Standards of Collegiality and Collaboration	63	(14)
Sally J. Zepeda
Standard 1: Successful Supervision Creates and Sustains a Learning Community	66	(1)
Standard 2: Successful Supervision Reduces Isolation	67	(1)
Standard 3: Successful Supervision Promotes Cooperation and Risk Taking	68	(1)
Standard 4: Successful Supervision Promotes ``Can Do'' and Safety Net	69	(1)
Standard 5: Successful Supervision Pays Attention to Affective Domains	70	(1)
Standard 6: Successful Supervision Stimulates Development of Differentiated Forms of Supervision	70	(1)
Professional Development Activity	71	(2)
References	73	(4)
Standards of Reflective Practice	77	(14)
Daisy Arredondo Rucinski
Background	79	(1)
Why Is Reflective Practice Important?	80	(3)
Some Background	83	(1)
Reflective Practice Standards and Applications	84	(3)
Developing and Assessing the Reflective Practice Standards	87	(1)
Professional Development Activity	87	(1)
Criterion for Assessment	88	(1)
Conclusion	88	(1)
References	89	(2)
Standards of Critical Inquiry	91	(16)
John Smyth
Rationale	93	(3)
Standards for Critical Inquiry in Instructional Supervision	96	(6)
Professional Development Activity	102	(2)
Note	104	(1)
References	105	(2)
Standards of Diversity	107	(14)
Geneva Gay
Nine Standards For and About Diversity	110	(1)
Rationale for Standards on Education for Diversity	111	(3)
Sample Professional Development Activity	114	(5)
Assessment Criteria	118	(1)
References	119	(2)
Part III Process Standards	121	(96)
Standards for Clinical Supervision	123	(16)
Elaine Stotko
Edward Pajak
Lee Goldsberry
Overview	126	(2)
Standards for Clinical Supervision	128	(6)
Standard 1: Clinical Supervision Is Grounded in Understanding of Students and Context	129	(1)
Standard 2: Clinical Supervision Grounded in Understanding of Pedagogy	130	(1)
Standard 3: Clinical Supervision Elicits Salient Educational Consideration from Teachers	131	(1)
Standard 4: Clinical Supervision Provides for Diverse Styles	132	(1)
Standard 5: Clinical Supervision Models That Learning to Teach Is a Developmental Process	132	(1)
Standard 6: Clinical Supervision Helps Teachers (and Supervisors) Articulate and Document	133	(1)
Standard 7: Clinical Supervision Models Special Qualities	133	(1)
Standard 8: Clinical Supervision Helps Teachers Build Their Professional Identity	134	(1)
Professional Development Activity	134	(2)
The Espoused Platform	134	(1)
Active Listening	134	(1)
Active Listening Moves	135	(1)
The Activity	136	(1)
A Final Thought About Standards	137	(1)
References	138	(1)
Standards for Teacher Evaluation	139	(16)
Patricia E. Holland
Standards for Teacher Evaluation	143	(6)
Standard 1: Successful Supervision Employs Differentiated Procedures for Teacher Evaluation	143	(1)
Standard 2: Successful Supervision Requires Collaboration and Partnership	144	(1)
Standard 3: Successful Supervision Evaluates Teachers Using Multiple Data Sources	145	(1)
Standard 4: Successful Supervision Recognizes the Nature of Teaching Evaluation	146	(1)
Standard 5: Successful Supervision Ties Teaching Evaluation to Professional Development Goals and School and / or Program Improvement Goals	147	(1)
Standard 6: Successful Supervision Ensures Clarity of Evaluation Policies, Goals, and Outcomes	148	(1)
Why Standards for Teacher Evaluation Are Important	149	(1)
Professional Development Activity	150	(2)
Assessment Criteria	151	(1)
References	152	(3)
Standards for Supervision of Professional Development	155	(16)
Stephen P. Gordon
Supervision Standards for Professional Development	158	(9)
Standard 1: Successful Supervision Involves Participants	158	(2)
Standard 2: Successful Supervision Facilitates Job-Embedded Professional Development	160	(1)
Standard 3: Successful Supervision Assists Gathering and Analyzing Data on Student Learning	161	(2)
Standard 4: Successful Supervision Offers Opportunities for Dialogue	163	(1)
Standard 5: Successful Supervision Differentiates Professional Development Activities	164	(2)
Standard 6: Successful Supervision Facilitates Self-Assessment and Self-Directed Development	166	(1)
Professional Development Activity	167	(1)
Assessment Criteria	168	(1)
References	168	(3)
Standards for Supervision of Curriculum Development	171	(20)
Bernard Badiali
Standards for Successful Curriculum Supervision	175	(9)
Standard 1: Successful Supervision Assists Identification of Individual and Collective Platforms of Beliefs	175	(3)
Standard 2: Successful Supervision Involves Collaboration With Stakeholders	178	(1)
Standard 3: Successful Supervision Renders Clarity to Curriculum Policy and Processes	179	(1)
Standard 4: Successful Supervision Fosters Curriculum Deliberation Using Theory, Research, and Practice	180	(1)
Standard 5: Successful Supervision Ensures That Curriculum Planning Leads to Curriculum Implementation	181	(2)
Standard 6: Successful Supervision Insures Equitable Access to Knowledge for All Students	183	(1)
Professional Development Activity	184	(5)
Curriculum Platform Q-Sort	184	(2)
Rating Guide for the Curriculum Platform Q-Sort	186	(1)
Making Sense of Your Ratings	187	(2)
Assessment Criteria	189	(1)
References	189	(2)
Standards for Supervision of Action Research	191	(12)
Jeffrey Glanz
Overview	193	(2)
Case Study	195	(2)
Reflective Questions About Case Study	197	(1)
Professional Development Activity	197	(4)
Assessment Criteria	200	(1)
Conclusion	201	(1)
References	201	(2)
Standards for Program Evaluation	203	(14)
James F. Nolan, Jr.
Differences Between Evaluation and Research	205	(2)
Evaluation Goals, Objectives, and Questions	207	(1)
Identifying Data Collection Methods	208	(1)
Ensure Validity and Reliability	209	(1)
Making the Basis for Value Judgments Clear	210	(2)
Evaluation Addresses Both Strengths and Weaknesses	212	(1)
Formative and Summative Evaluation	212	(1)
Conclusion	213	(1)
Professional Development Activity	214	(1)
Assessment Criteria	215	(1)
References	215	(2)
Appendix: List of All Proposed Standards	217	(9)
Standards of Democratic Supervision	219	(1)
Standards of Ethical Learning and Teaching	219	(1)
Standards of Collegiality and Collaboration	220	(1)
Standards of Reflective Practice	221	(1)
Standards of Critical Inquiry	221	(1)
Standards of Diversity	222	(1)
Standards for Clinical Supervision	223	(1)
Standards for Teacher Evaluation	223	(1)
Standards for Supervision of Professional Development	224	(1)
Standards for Supervision of Curriculum Development	225	(1)
Standards for Supervision of Action Research	225	(1)
Standards for Program Evaluation	226