SuperVision and Instructional Leadership: A Developmental Approach

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

• ISBN13: 9780205489534
• ISBN10: 0205489532
• Edition: 7th
• Format: Hardcover
• Copyright: 2010-01-01
• Publisher: Prentice Hall

Summary

"This book is outstanding in content, structure, format and usability. As an instructor in educational leadership, I find the book to be the most comprehensive tool in the field. I know I am providing education leaders with a life-long resource." Alicia Cotabish, University of Arkansas at Little Rock This groundbreaking text in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision.The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. This seventh edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context. New to This Edition Discusses teaching and supervising as a reflective practice that professionals need to understand and incorporate in their practice Clearly relates the implications of the standards movement and ISLLC/ELCC Standards on current practice in teaching and supervision Makes the tasks of supervision relevant to various stakeholders by showing school culture in the context of the larger culture and by connecting school improvement to the local community and larger society Addresses topics that are critical to school leaders by integrating expanded discussions of diversity, distributive and contextual leadership, and how new IDEA legislation affects teachers and leaders Reviews new research on effective professional development, critiques modern forms of "teacher-proof curriculum," and examines guidelines for effective action research Package this text with [ Insert MLS logo ]a powerful set of online tools that bring the classroom to life!Visit www.mylabschool.com for more information!

Table of Contents

Preface	xiii
part one 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?	8	(1)
Organization of This Book	9	(2)
Supervision and Moral Purpose	11	(1)
Practitioner Reflection: When Is Collegiality Real?	12	(2)
Edward F. Tobia
Exercises	14	(1)
References	15	(1)
Suggested Readings	16	(1)
part two Knowledge	17	(98)
The Norm: Why Schools Are as They Are	19	(18)
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	(1)
Viewing School Culture in the Context of the Larger Culture	31	(1)
To Summarize and Propose	32	(1)
Practitioner Reflection: Peace as a New Environmental Norm	32	(1)
Cheryl Sirois
Exercises	33	(2)
References	35	(1)
Suggested Readings	36	(1)
The Exception: What Schools Can Be	37	(14)
Early Effective Schools Research	37	(1)
The Second Wave of Effective Schools Research	38	(1)
Context Studies in Effective Schools Research	39	(1)
Has Effective Schools Research Outlived Its Usefulness?	40	(1)
The Legacy of Effective Schools Research	40	(1)
From Effective Schools to School Improvement	41	(1)
A Cause beyond Oneself	42	(1)
Connecting School Improvement to the Local Community and Larger Society	43	(2)
Summary	45	(1)
Practitioner Reflection: A Case for Engaging Parents in School Improvement Initiatives	46	(1)
Gary Davison
Exercises	47	(1)
References	48	(2)
Suggested Readings	50	(1)
Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice	51	(38)
Adults as Learners	52	(7)
Adult and Teacher Development	59	(17)
Development: Ebb and Flow	76	(2)
Influences on Teacher Development	78	(1)
Practitioner Reflection: Adult Learning for Student Learning	79	(2)
Lauralee Pankonien
Exercises	81	(1)
References	82	(5)
Suggested Readings	87	(2)
Reflections on Schools, Teaching, and SuperVision	89	(26)
Effective Teaching Research: A Historical Perspective	90	(1)
Cautions Concerning Effective Teaching Research	91	(1)
The Coast of Britain	92	(1)
Effective and Good Schools: The Same?	93	(1)
Changing Views: New Emphasis on Constructivist Teaching and Learning	94	(1)
Instructional Improvement and Effective Teaching	95	(2)
Beliefs about Education	97	(1)
Supervision Beliefs	98	(1)
Supervisory Platform as Related to Educational Philosophy	99	(4)
Checking Your Own Supervisory Beliefs	103	(3)
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?	106	(1)
The Authors' Supervisory Platform	107	(2)
Summary and Conclusions	109	(1)
Practitioner Reflection: Supervisory Platform---What's Your Story?	110	(1)
Rosa M. Pena
Exercises	111	(2)
References	113	(1)
Suggested Readings	114	(1)
part three Interpersonal Skills	115	(94)
Supervisory Behavior Continuum: Know Thyself	117	(14)
Outcomes of Conference	120	(1)
Valid Assessment of Self	120	(1)
Johari Window	121	(2)
Cognitive Dissonance	123	(1)
Comparing Self--Perceptions with Others' Perceptions	124	(2)
Comparing Self--Perceptions to Recorded Behaviors	126	(1)
Summary, Conclusions, and Preview	127	(1)
Practitioner Reflection: Re--Booting	127	(1)
Holly Galloway
Exercises	128	(2)
References	130	(1)
Suggested Readings	130	(1)
Developmental Supervision: An Introduction	131	(12)
Case Study One	131	(2)
Case Study Two	133	(2)
Case Study Three	135	(2)
Case Study Four	137	(2)
Developmental Supervision	139	(2)
Summary and a Look Ahead	141	(1)
Practitioner Reflection: One Size Doesn't Fit All	141	(2)
Leticia Romero Grimaldo
Directive Control Behaviors	143	(12)
Directive Control Continuum of Behaviors	144	(3)
A History of Overreliance on Control	147	(1)
Issues in Directive Control	148	(1)
When to Use Directive Control Behaviors	148	(1)
Moving from Directive Control toward Directive Informational Behaviors	149	(1)
Critical Reflection on Directive Control Supervision	149	(1)
Summary	150	(1)
Practitioner Reflection: Directive Control Behaviors---When Other Leadership Styles Haven't Made an Impact	150	(2)
Karin Pogna Johnson
Exercises	152	(2)
References	154	(1)
Suggested Readings	154	(1)
Directive Informational Behaviors	155	(12)
Directive Informational Continuum of Behaviors	156	(2)
Comparing Directive Control and Directive Informational Statements	158	(2)
Issues in the Directive Informational Approach	160	(1)
When to Use Directive Informational Behaviors	161	(1)
Moving from Directive Informational toward Collaborative Behaviors	162	(1)
Critical Reflection on Directive Informational Supervision	162	(1)
Summary	162	(1)
Practitioner Reflection: The Lesson Plan	163	(1)
Julie N. Diehl
Exercises	164	(2)
Reference	166	(1)
Suggested Readings	166	(1)
Collaborative Behaviors	167	(12)
Collaborative Continuum of Behaviors	168	(4)
Issues in Collaborative Supervision	172	(1)
When to Use Collaborative Behaviors	173	(1)
Moving from Collaborative toward Nondirective Behaviors	173	(1)
Collaboration and Cooperation	174	(1)
Critical Reflection on Collaborative Supervision	174	(1)
Summary	174	(1)
Practitioner Reflection: Going beyond Collaborative Language	175	(1)
Jan Newby--Parham
Exercises	176	(2)
References	178	(1)
Suggested Readings	178	(1)
Nondirective Behaviors	179	(16)
Nondirective Continuum of Behaviors	180	(5)
Initiating Nondirective Supervision	185	(1)
Nondirective, Not Laissez Faire, Supervision	186	(1)
Issues with Nondirective Supervision	187	(1)
When to Use Nondirective Behaviors	188	(1)
Nondirective Supervision, Teacher Collaboration	189	(1)
Critical Reflection on Nondirective Supervision	189	(1)
Summary	190	(1)
Practitioner Reflection: A Nondirective Approach as I'm Developing	190	(2)
Lynn M. Rasmussen
Exercises	192	(1)
References	193	(1)
Suggested Readings	194	(1)
Developmental Supervision: Theory and Practice	195	(14)
Rationale for Developmental Supervision	195	(3)
Applying Developmental Supervision	198	(6)
Not Algorithms, but Guideposts for Decisions	204	(1)
Scenario and Discussion: Inappropriate Use of Interpersonal Behaviors?	204	(1)
Summary	205	(1)
Practitioner Reflection: Using Developmental Supervision in the Curriculum Development Process	205	(1)
Denise Villa
Exercises	206	(2)
References	208	(1)
Suggested Readings	208	(1)
part four Technical Skills	209	(90)
Assessing and Planning Skills	211	(32)
Personal Plans	211	(1)
Assessing Time	212	(3)
Changing Time Allocations: Planning	215	(1)
Assessing and Planning within the Organization	216	(2)
Ways of Assessing Need	218	(5)
Analyzing Organizational Needs	223	(2)
Planning	225	(6)
Models Combining Assessment and Planning	231	(5)
Cautions Concerning Planning	236	(1)
Summary	237	(1)
Practitioner Reflection: Creative Double Think---Holding Two Contradicting Ideas and Making It Work	237	(3)
Sherrie Gibney--Sherman
Exercises	240	(1)
References	241	(1)
Suggested Readings	242	(1)
Observing Skills	243	(26)
Formative Observation Instruments Are Not Summative Evaluation Instruments	245	(1)
Ways of Describing	245	(1)
Quantitative Observations	246	(9)
Qualitative Observations	255	(6)
Tailored Observation Systems	261	(3)
Types and Purposes of Observation	264	(1)
Cautions Concerning Observations	265	(1)
Summary	265	(1)
Practitioner Reflection: Observations	266	(1)
Cathryn Mitchell
Exercises	267	(1)
References	268	(1)
Suggested Readings	268	(1)
Research and Evaluation Skills	269	(30)
Alternative Approaches to Research and Evaluation	270	(4)
Judgments	274	(1)
Evaluating Specific Instructional Programs	275	(2)
Key Decisions in the Program Evaluation Process	277	(2)
Multiple Sources and Methods	279	(1)
Overall Instructional Program Evaluation	280	(4)
Program Evaluation and Teacher Empowerment	284	(2)
What Is the Supervisor's Role in Program Evaluation?	286	(1)
Teacher Evaluation	287	(6)
Summary	293	(1)
Practitioner Reflection: Real Evaluation	293	(2)
Rebecca B. McCoy
Exercises	295	(1)
References	296	(1)
Suggested Readings	297	(2)
part five Tasks of SuperVision	299	(128)
Direct Assistance to Teachers	301	(20)
Clinical Supervision	301	(6)
Comparing Clinical Supervision with Teacher Evaluation	307	(1)
Integrating Clinical Supervision and Developmental Supervision	307	(1)
Peer Coaching	308	(3)
Other Forms of Direct Assistance	311	(2)
Beyond Technical Assistance: Improving Classroom Culture	313	(1)
Summary	314	(1)
Practitioner Reflection: A Springboard to Professional Learning Communities	314	(2)
Pam Johnson
Exercises	316	(1)
References	317	(2)
Suggested Readings	319	(2)
Group Development	321	(30)
Dimensions of an Effective Group	322	(1)
Group Member Roles	323	(4)
Changing Group Leadership Style	327	(3)
Applying Developmental Supervision to Groups	330	(1)
Comparing Developmental Supervision with Situational Leadership	331	(1)
Dealing with Dysfunctional Members	332	(2)
Resolving Conflict	334	(4)
Preparing for Group Meetings	338	(2)
Procedures for Large--Group Involvement	340	(5)
Summary	345	(1)
Practitioner Reflection: Working toward the Big Picture	345	(1)
Susan Maxey
Exercises	346	(2)
References	348	(1)
Suggested Readings	349	(2)
Professional Development	351	(24)
Why the Need for Professional Development?	352	(1)
Characteristics of Successful Professional Development Programs	353	(1)
Integrating Schoolwide, Group, and Individual Professional Development	354	(1)
Alternative Professional Development Formats	355	(1)
Examples of Effective Professional Development Programs	356	(6)
Stages of Professional Development	362	(1)
The Nuts and Bolts	363	(3)
Extending the Concept of Professional Development	366	(1)
Teachers as Objects or Agents in Professional Development	366	(2)
Summary	368	(1)
Practitioner Reflection: Professional Development as Time Well Spent	368	(2)
Cheryl Granade Sullivan
Exercises	370	(2)
Endnote	372	(1)
References	372	(1)
Suggested Readings	373	(2)
Curriculum Development	375	(30)
Sources of Curriculum Development	377	(1)
Legislated Learning	377	(2)
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction	379	(1)
What Should Be the Purpose of the Curriculum?	380	(1)
What Should Be the Content of the Curriculum?	381	(1)
How Should the Curriculum Be Organized?	382	(2)
In What Format Should the Curriculum Be Written?	384	(4)
Curriculum Format as Reflective of Choice Given to Teachers	388	(1)
Relationship of Curriculum Purpose, Content, Organization, and Format	389	(1)
Levels of Teacher Involvement in Curriculum Development	390	(1)
Integrating Curriculum Format with Developers and Levels of Development	391	(1)
Matching Curriculum Development with Teacher Development	392	(2)
The Curriculum and Cultural Diversity	394	(3)
Summary	397	(1)
Practitioner Reflection: We Own Our Results---A Reflection on Context and Accountability	397	(3)
Kevin Tashlein
Exercises	400	(1)
References	401	(2)
Suggested Readings	403	(2)
Action Research: The School as the Center of Inquiry	405	(22)
How Is Action Research Conducted?	406	(1)
A Developmental Approach to Action Research	407	(2)
Decisions about Action Research	409	(2)
Action Research: Vehicle for a Cause beyond Oneself	411	(1)
Example of Action Research	412	(1)
Expanding Boundaries: Alternative Approaches to Action Research	413	(3)
Shared Governance for Action Research	416	(4)
Suggestions for Assisting Action Research	420	(1)
Conclusion: Focus, Structure, and Time for Development	420	(1)
Practitioner Reflection: An Instructional Leader's Experience with Action Research	420	(2)
Jane Ross
Practitioner Reflection: Using Developmental Supervision with Action Research	422	(1)
Dana Bashara
Exercises	423	(2)
References	425	(1)
Suggested Readings	425	(2)
part six Function of SuperVision	427	(40)
SuperVision, Change, and School Success	429	(20)
Assumptions about Change	430	(1)
Change from the Teacher's View	431	(1)
Chaos Theory and Change	431	(4)
Chaos Theory Applied to School Change	435	(2)
Implications of Chaos Theory at the Classroom Level	437	(2)
Creating a Culture for Change	439	(1)
Changing the Conditions of Teaching	439	(2)
What Is School Success?	441	(1)
Practitioner Reflection: The Heart of School Change---Teachers Working Together	441	(3)
Barbara F. Lunsford
Exercises	444	(1)
References	445	(1)
Suggested Readings	446	(3)
SuperVision for What? Democracy and the Good School	449	(18)
Reform around Purpose	450	(2)
The Good School and Moral Principles	452	(3)
Priorities	455	(1)
Applying Moral Principles to a Moral Dilemma: No Child Left Behind	456	(6)
Conclusion	462	(1)
Practitioner Reflection: Democracy at Its Best	462	(2)
Daniel Kaufman
References	464	(1)
Suggested Readings	464	(3)
Appendix A: What Is Your Educational Philosophy?	467	(6)
Appendix B: Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches	473	(8)
Name Index	481	(6)
Subject Index	487