Supervision and Instructional Leadership

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

• ISBN13: 9780205322022
• ISBN10: 0205322026
• Edition: 5th
• Format: Hardcover
• Copyright: 2000-08-01
• Publisher: Allyn & Bacon

Summary

This classic market leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful education. This ground breaking book, now in its fifth edition, further challenges and bridges the boundaries of Supervision, Instructional Leadership, Educational Change, and School Success. The change in title to SuperVision and Instructional Leadership signifies the need and reality of viewing school improvement as a whole; accounting for complexity, paradoxes, and shifting reforms. This book once again pushes into new frontiers of thinking and practice. Building on the success of previous editions, the fifth edition now addresses hot issues such as school improvements, constructivist teaching, professional development, Chaos Theory, and state mandated standards. This is a resource that students purchase, use in class, and reference throughout their careers as education leaders.

Table of Contents

Preface	xiii
PART I Introduction	1	(16)
SuperVision for Successful Schools	3	(14)
SuperVision: A New Name for a New Paradigm	6	(2)
Supervisory Glue as a Metaphor for Success	8	(1)
Who Is Responsible for SuperVision?	9	(2)
Organization of This Book	11	(2)
The Agony of Thought and Feeling	13	(1)
Exercises	13	(1)
References	14	(1)
Suggested Readings	15	(2)
PART II Knowledge	17	(202)
The Norm: Why Schools Are as They Are	19	(127)
The Work Environment or Culture of Schools	19	(1)
The Legacy of the One-Room Schoolhouse	20	(10)
Blaming the Victim and Structural Strain	30	(2)
To Qualify, Summarize, and Propose	32	(1)
Exercises	33	(2)
References	35	(1)
Suggested Readings	36	(110)
Directive Control Behaviors	146	(12)
Directive Control Behaviors with Individuals	147	(3)
Directive Control Behaviors with Groups	150	(1)
A History of Overreliance on Control	151	(1)
Issues in Directive Control	152	(2)
When to Use Directive Control Behaviors	154	(1)
Moving from Directive Control toward Directive Informational Behaviors	154	(1)
Summary	155	(1)
Exercises	155	(2)
References	157	(1)
Suggested Readings	157	(1)
Directive Informational Behaviors	158	(11)
Directive Informational Behaviors with Individuals	159	(3)
Directive Informational Behaviors with Groups	162	(1)
Comparing Directive Control and Directive Informational Statements	163	(2)
Issues in the Directive Informational Approach	165	(1)
When to Use Directive Informational Behaviors	165	(1)
Moving from Directive Informational toward Collaborative Behaviors	166	(1)
Summary	166	(1)
Exercises	167	(1)
References	168	(1)
Suggested Readings	168	(1)
Collaborative Behaviors	169	(13)
Collaborative Behaviors with Individuals	170	(4)
Collaborative Behaviors with Groups	174	(2)
Issues in Collaborative Supervision	176	(2)
When to Use Collaborative Behaviors	178	(1)
Moving from Collaborative toward Nondirective Behaviors	178	(1)
Collaboration and Cooperation	179	(1)
Summary	179	(1)
Exercises	179	(2)
References	181	(1)
Suggested Readings	181	(1)
Nondirective Behaviors	182	(15)
Nondirective Behaviors with Individuals	183	(5)
Nondirective Behaviors with Groups	188	(1)
Initiating Nondirective Supervision	189	(1)
Nondirective, Not Laissez Faire, Supervision	190	(1)
Issues with Nondirective Supervision	191	(1)
When to Use Nondirective Behaviors	192	(1)
Nondirective Supervision, Teacher Collaboration	193	(1)
Summary	194	(1)
Exercises	194	(2)
References	196	(1)
Suggested Readings	196	(1)
Developmental Supervision: Theory and Practice	197	(22)
Rationale for Developmental Supervision	197	(7)
Applying Developmental Supervision	204	(7)
Not Algorithms, But Guideposts for Decisions	211	(1)
Summary	211	(1)
Exercises	212	(1)
References	213	(2)
Suggested Readings	215	(1)
Part III Conclusion	216	(3)
PART IV Technical Skills	219	(94)
Assessing and Planning Skills	221	(29)
Personal Plans	222	(1)
Assessing Time	222	(3)
Changing Time Allocations: Planning	225	(2)
Assessing and Planning within the Organization	227	(1)
Ways of Assessing Needs	228	(3)
Analyzing Organizational Needs	231	(6)
Planning	237	(6)
Models Combining Assessment and Planning	243	(1)
Strategic Planning	244	(2)
Planning: To What Extent?	246	(1)
Summary	246	(1)
Exercises	247	(1)
References	248	(1)
Suggested Readings	249	(1)
Observing Skills	250	(26)
Formative Observation Instruments Are Not Summative Evaluation Instruments	252	(1)
Ways of Describing	253	(1)
Quantitative Observations	254	(7)
Quantitative and Qualitative Instruments	261	(1)
Qualitative Observations	262	(7)
Tailored Observation Systems	269	(3)
Types and Purposes of Observation	272	(1)
Further Cautions When Using Observations	273	(1)
Summary	273	(1)
Exercises	274	(1)
References	275	(1)
Suggested Readings	275	(1)
Research and Evaluation Skills	276	(37)
Alternative Approaches to Research and Evaluation	277	(5)
Judgments	282	(1)
Evaluating Specific Instructional Programs	282	(2)
Key Decisions in the Evaluation Process	284	(2)
Evidence of Program Outcomes	286	(1)
Multiple Sources and Methods	287	(2)
Overall Instructional Program Evaluation	289	(4)
Other Considerations for Program Evaluation	293	(6)
Teacher Evaluation	299	(6)
Summary	305	(1)
Exercises	306	(1)
References	307	(2)
Suggested Readings	309	(1)
Part IV Conclusion	310	(3)
PART V Tasks of SuperVision	313	(132)
Direct Assistance to Teachers	315	(19)
Clinical Supervision	315	(5)
Comparing Clinical Supervision with Teacher Evaluation	320	(1)
Integrating Clinical Supervision and Developmental Supervision	320	(1)
Peer Coaching	321	(5)
Other Forms of Direct Assistance	326	(1)
Establishing Procedures for Direct Assistance	327	(2)
Developmental Considerations in Direct Assistance	329	(1)
Summary	330	(1)
Exercises	330	(1)
References	331	(2)
Suggested Readings	333	(1)
Group Development	334	(25)
Dimensions of an Effective Group	335	(1)
Group Member Roles	336	(4)
Changing Group Leadership Style	340	(2)
Dealing with Dysfunctional Members	342	(2)
Resolving Conflict	344	(4)
Preparing for Group Meetings	348	(2)
Procedures for Large-Group Involvement	350	(5)
Summary	355	(1)
Exercises	355	(2)
References	357	(1)
Suggested Readings	357	(2)
Professional Development	359	(32)
Why the Need for Professional Development?	360	(1)
Characteristics of Successful Professional Development Programs	361	(2)
Individual Teacher-Based Professional Development	363	(2)
Alternative Professional Development Formats	365	(1)
Examples of Effective Professional Development Programs	366	(7)
Stages of Professional Development	373	(1)
Matching Professional Development to Teacher Characteristics	374	(8)
The Nuts and Bolts	382	(1)
Teachers as Objects or Agents in Professional Development	383	(3)
Summary	386	(1)
Exercises	386	(2)
Endnote	388	(1)
References	388	(2)
Suggested Readings	390	(1)
Curriculum Development	391	(28)
Sources of Curriculum Development	392	(1)
Teacher-Proof Curriculum	393	(3)
What Should Be the Purpose of the Curriculum?	396	(1)
What Should Be the Content of the Curriculum?	397	(1)
How Should the Curriculum Be Organized?	398	(2)
In What Format Should the Curriculum Be Written?	400	(4)
Curriculum Format as Reflective of Choice Given to Teachers	404	(1)
Relationship of Curriculum Purpose, Content, Organization, and Format	405	(1)
Levels of Teacher Involvement in Curriculum Development	406	(2)
Integrating Curriculum Format with Developers and Levels of Development	408	(1)
Matching Curriculum Development with Teacher Development	409	(3)
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction	412	(2)
Summary	414	(1)
Exercises	414	(2)
References	416	(2)
Suggested Readings	418	(1)
Action Research: The School as the Center of Inquiry	419	(26)
Action Research: The Concept	420	(1)
How Is Action Research Conducted?	420	(1)
A Developmental Approach to Action Research	421	(1)
Decisions about Action Research	422	(3)
Action Research: Vehicle for a Cause beyond Oneself	425	(1)
Examples of Action Research	426	(5)
Action Research Leagues	431	(1)
Shared Governance for Action Research	432	(4)
Personal Examples of School-Based Action Research Plans	436	(3)
Conclusion: Focus, Structure, and Time for Development	439	(1)
Exercises	439	(2)
References	441	(1)
Suggested Readings	442	(1)
Part V Conclusion	443	(2)
PART VI Function of SuperVision	445	(28)
SuperVision, Change, and School Success	447	(16)
Assumptions about Change	447	(2)
Change from the Teacher's View	449	(1)
Chaos Theory and Change	450	(2)
Chaos Theory Applied to School Change	452	(2)
Implications of Chaos Theory at the Classroom Level	454	(2)
Creating a Culture for Change	456	(1)
Changing the Conditions of Teaching	457	(1)
The Role of SuperVision and Supervisor in School Improvement	458	(1)
What Is School Success?	459	(1)
Exercises	460	(1)
References	461	(1)
Suggested Readings	462	(1)
SuperVision for Democratic Education: Returning to Our Core	463	(10)
Systemic Reform around Purpose	466	(2)
Support for Hard and Unglamorous Work	468	(1)
Why Systemic Reform as Locally Derived?	469	(2)
Conclusion	471	(1)
References	471	(1)
Suggested Readings	472	(1)
Appendix A: What Is Your Educational Philosophy?	473	(5)
Appendix B: Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches	478	(6)
Appendix C: Assessing School-Based Supervisory Practices for Promoting Instructional Imporvement	484	(3)
Name Index	487	(5)
Subject Index	492