Supervision Across the Content Areas

by Zepeda, Sally J.

• ISBN13: 9781930556799
• ISBN10: 1930556799
• Format: Paperback
• Copyright: 2004-02-01
• Publisher: Eye on Education

Summary

You became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise.Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas - Mathematics, Science, English/Language Arts, and Social Studies - this book also provides supervision tools for other content areas (foreign languages, fine arts, physical education, etc.)Also included are tools and strategies to help you - - supervise teachers who use instructional strategies such as differentiated instruction, Socratic Seminars, cooperative learning, and inquiry. - apply local and national standards to frame your instructional program. - ensure accountability of teachers who use multiple intelligences, brain-based learning, and other innovations. - understand the learning needs of students across grades PreK - 12.

Table of Contents

Acknowledgments	iv
About the Authors	x
The Context of Teaching, Learning, and Instructional Supervision	1	(16)
Why Supervision Across the Content Areas	4	(1)
Accountability and Standards	5	(4)
Standards	6	(3)
The Context of Teaching and Learning	9	(2)
Framing Supervision in a Context	11	(5)
Embed ``Learning Opportunities with Others'' into Everyday Work	12	(1)
Sustain Relationships	13	(1)
Recognize the Adult Learner	14	(2)
Suggested Readings	16	(1)
Instructional Supervision	17	(26)
Instructional Supervision	18	(1)
Informal and Formal Supervision	19	(2)
Informal Classroom Observations	19	(2)
Formal Classroom Observations	21	(1)
Clinical Supervision	21	(8)
Conducting the Pre-Observation Conference	22	(2)
Conducting Classroom Observations---Tracking Data	24	(4)
Conducting Post-Observation Conferences	28	(1)
Differentiated and Developmental Supervision	29	(4)
Developmental Supervision	30	(3)
Peer Coaching	33	(2)
Administrative Support	34	(1)
Action Research	35	(2)
Portfolio Development	37	(3)
Pulling Together Differentiated Supervisory Practices	40	(1)
Suggested Readings	41	(2)
Supervising the Curriculum	43	(18)
Defining Curriculum	44	(1)
Real Curriculum, Written Curriculum, and Tested Curriculum	45	(5)
Curriculum Alignment	50	(5)
Auditing Curriculum and Instruction	55	(5)
Audits	55	(1)
Curriculum Mapping	56	(2)
Instructional Pacing	58	(2)
Suggested Readings	60	(1)
Linkages Among Curriculum, Learning, and Instruction	61	(24)
Linkages to Learning	62	(3)
The Teacher-Centered Paradigm	62	(1)
Student-Directed Learning and Constructivism	63	(2)
Differentiated Instruction	65	(1)
Instructional Methods	65	(10)
Socratic Seminars	65	(3)
Cooperative Learning	68	(5)
Types of Cooperative Learning	73	(1)
Assessing Cooperative Learning	73	(1)
Supervision and Cooperative Learning	74	(1)
Simulations	75	(1)
Inquiry	75	(4)
The Teacher's Role in the Inquiry Model	77	(1)
The Phases of the Inquiry Model	77	(1)
Teaching Inquiry: What Teachers Need to Know	77	(1)
Supervision and the Inquiry Method	78	(1)
Enhancing Instructional Methods	79	(2)
Learning Centers	79	(1)
Technology-Based Lessons	79	(1)
Puzzles, Games, and Manipulatives	80	(1)
Differentiated Assessment	81	(2)
Portfolios	82	(1)
Demonstrations	83	(1)
Research Projects	83	(1)
Suggested Readings	83	(2)
Brain Research, Multiple Intelligences, and Learning Styles	85	(22)
What Is Differentiated Instruction?	86	(1)
The Human Brain: Cultivating the Potential for Learning	87	(6)
Relevant Findings from Brain Research	88	(1)
The Changing Brain	88	(2)
The Development of Intelligence	90	(1)
Windows of Opportunity	90	(1)
Emotion and Learning	91	(1)
Recommendations for Teaching and Learning	92	(1)
Multiple Intelligences	93	(5)
Linguistic Intelligence	94	(1)
Musical Intelligence	94	(1)
Logical-Mathematical Intelligence	94	(1)
Spatial Intelligence	95	(1)
Bodily-Kinesthetic Intelligence	95	(1)
Interpersonal Intelligence	95	(1)
Intrapersonal Intelligence	95	(3)
Learning Styles	98	(3)
The Development of Learning Styles Theory	99	(1)
Models of Learning Styles	99	(2)
Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction	101	(3)
Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles	104	(2)
Suggested Readings	106	(1)
Students as Learners	107	(14)
Theories of Psychological, Social, and Emotional Development	108	(3)
Elementary School Learners	111	(2)
Learners in Middle Schools	113	(3)
High School Learners	116	(2)
Stages of Development: Connections to the Supervision of Teachers	118	(2)
Suggested Readings	120	(1)
Supervision in the Mathematics Classroom	121	(18)
Standards for Mathematics Instruction	122	(5)
NCTM Standards for Grades PreK-2	124	(1)
NCTM Standards for Grades 3--5	125	(1)
NCTM Standards for Grades 6--8	126	(1)
NCTM Standards for Grades 9--12	126	(1)
Mathematics Content Across the PreK-12 Continuum	127	(4)
Computation and Application Skills in Algebra	127	(1)
Geometry	128	(1)
Application: Another Word for Problem Solving	129	(2)
Mathematics and Human Development Theory---Implications for Instruction	131	(2)
Instructional Strategies for Mathematics Learning	133	(1)
The Supervisor in the Mathematics Classroom	133	(2)
Computing	134	(1)
Problem Solving	134	(1)
Communicating	135	(2)
Suggested Readings	137	(2)
Supervision in the English/Language Arts Classroom	139	(16)
Standards for English/Language Arts Instruction	140	(4)
The Reading Standards (1--3)	142	(1)
Standards for Written and Spoken Language Arts	142	(1)
The Inquiry Standards	143	(1)
The Diversity Standards	143	(1)
Standards Addressing Students' Individual Experiences	144	(1)
English/Language Arts Curriculum Across the PreK--12 Continuum	144	(1)
Human Development Theory and Implications for English/Language Arts Instruction	145	(1)
Instructional Strategies for English/Language Arts Classroom
Learning	146	(1)
Language Arts in the Elementary Grades	146	(1)
Reading Aloud	147	(1)
Independent Reading	148	(1)
Writer's Workshops	148	(1)
Large- and Small-Group Literature Study	148	(1)
Language Arts Instruction in the Secondary Classroom	149	(1)
The Supervisor in the English/Language Arts Classroom	149	(4)
Reading (Literature)	149	(1)
Writing	150	(1)
Speaking and Viewing	150	(3)
Suggested Readings	153	(2)
Supervision in the Social Studies Classroom	155	(14)
Standards for Social Studies Instruction	156	(5)
Thematic Standards for Social Studies Teachers	157	(1)
Disciplinary Standards	158	(1)
History Standards	158	(2)
Geography Standards	160	(1)
Civics and Government Standards	160	(1)
Economics	161	(1)
Psychology	161	(1)
Social Studies Curriculum Across the PreK--12 Continuum	161	(1)
Human Development Theory and Implications for Social Studies Instruction	162	(1)
Instructional Strategies for the Social Studies Classroom	163	(3)
Cooperative Learning in the Social Studies Classroom	163	(1)
Inquiry in the Social Studies Classroom	164	(1)
Simulations	165	(1)
The Supervisor in the Social Studies Classroom	166	(2)
Suggested Readings	168	(1)
Supervision in the Science Classroom	169	(24)
The National Science Education Standards	170	(5)
The Science Teaching Standards	175	(1)
The Assessment Standards	176	(1)
The Content Standards	176	(1)
Science Curriculum Across the PreK--12 Continuum	176	(8)
Physical, Life, Earth, and Space Science	176	(1)
Earth and Space Science	177	(1)
Scientific Inquiry	177	(6)
Technology in Science	183	(1)
Human Development Theory and Implications for Science Instruction	184	(1)
Instructional Strategies for the Science Classroom	184	(5)
Cooperative Learning in the Science Classroom	185	(1)
Inquiry in the Science Classroom	186	(3)
Simulations in the Science Classroom	189	(1)
Field Trips and Science Instruction	189	(1)
Outdoor Classrooms and Science Instruction	189	(1)
The Supervisor in the Science Classroom	189	(3)
Suggested Readings	192	(1)
Ready, Set, Go	193	(7)
Taking Action	194	(1)
Recognizing the Inevitable	195	(1)
Becoming Opportunistic Learners	196	(1)
Focusing and Refocusing on Supervision	197	(1)
Parting Thoughts	198	(2)
References	200