Supervision and Staff Development in the Block

by Zepeda, Sally J.; Mayers, R. Stewart

• ISBN13: 9781883001834
• ISBN10: 1883001838
• Format: Hardcover
• Copyright: 2000-01-01
• Publisher: Taylor & Francis

Table of Contents

About The Authors	iv
List of Figures	xiii
Introduction	xv
Linking Supervision and Staff Development: Preparing Schools For The Block	1	(40)
Chapter Objectives	1	(1)
Sharing Leadership: Getting Ready for Change	2	(4)
Readiness for Change: The Norm of Shared Decision Making	3	(2)
Teacher Readiness for Change	5	(1)
Processes and Applications That Link Supervision and Staff Development	6	(16)
Short-and Long-Term Goal Setting	7	(4)
Attributes of Goals	11	(2)
Dialogue	13	(1)
Reflection and Self-Analysis Promote Constructing New Knowledge	13	(6)
Feedback	19	(1)
Refinement of Practice	19	(3)
The Conditions Needed to Foster More Collaborative, Professional Interaction	22	(6)
Create a Climate for Professional Growth	22	(1)
Getting Smart About Learning	22	(1)
Organizational Learning	23	(1)
Enlarging the Power Base for Learning	24	(1)
Assessing Teacher Willingness to Learn	25	(1)
Value People	26	(1)
Provide Coherence	27	(1)
Organizational Structures in the Block That Need Careful Attention	28	(4)
Create a Vision for the Block	30	(1)
Reach Out to Teachers	30	(1)
Communicate with Stakeholders	31	(1)
Parental Involvement and the Block	32	(6)
Staff Development for Parents	32	(1)
Introducing Parents to the Block	33	(1)
Inviting Parents to Experience the Block	34	(1)
Involvement: Parents as Action Researchers	35	(1)
Structural Areas in Need of Organizational Supervision	36	(1)
Infrastructure of the School	37	(1)
The Master Schedule	37	(1)
Form Action Research Teams, Learning Clusters, and Focus Groups	37	(1)
Summary	38	(1)
Suggested Readings	39	(2)
Reinventing Time: Looking At The Block	41	(22)
Chapter Objectives	41	(2)
Blocks, Blocks, and More Blocks	43	(9)
The Accelerated Block	43	(2)
Advantages of the Accelerated Block	45	(1)
Disadvantages of the Accelerated Block	46	(1)
Sequencing Courses	46	(1)
Advanced Placement Program	47	(1)
Fine Arts and Athletics	47	(1)
Transfer Students	47	(1)
The Alternating Block	48	(1)
Advantages of the Alternating Block	48	(1)
Disadvantages of the Alternating Block	49	(1)
The Copernican Plan	49	(2)
Advantage of the Copernican Plan	51	(1)
Disadvantages of the Copernican Plan	52	(1)
Teaching in the Block: New Methods for Constructing Learning	52	(7)
The Teacher-Centered Paradigm: Why It No Longer Works	53	(1)
The Human Brain: Cultivating the Potential for Learning	54	(1)
Emotion and Learning	55	(1)
Intelligence	56	(1)
Verbal/Liguistic Intelligence	57	(1)
Musical/Rhythmic Intelligence	57	(1)
Logical/Mathematical Intelligence	57	(1)
Visual/Spatial Intelligence	58	(1)
Bodily/Kinesthetic Intelligence	58	(1)
Interpersonal Intelligence	58	(1)
Intrapersonal Intelligence	59	(1)
Naturalistic Intelligence	59	(1)
Implications for the Block: Changing Teaching	59	(2)
Diverse Teaching Strategies	60	(1)
Student-Directed Learning	60	(1)
Weaving Technology into the Fabric of Teaching	61	(1)
Summary	61	(1)
Suggested Readings	62	(1)
The Administrative Team	63	(22)
Chapter Objectives	63	(2)
Examining the Administrative Team Structure	65	(10)
Why Explore the Administrative Team Composition	66	(2)
Explore the Administrative Team Composition	68	(1)
Assistant Principals	68	(2)
Department Chairs	70	(3)
Instructional Deans, Lead Teachers, and Grade-Level Coordinators	73	(2)
``Know Your People'' By Developing a Profile of the Administrative Team	75	(1)
New Supervisory Roles for the Administrative Team	75	(6)
Lead the Administrative Team in Examining Their Core Values and Developing a Collective Vision for Adult Learning in the Block	78	(1)
Uncover Core Values and Beliefs About Professional Growth	79	(1)
Creating a Vision Among the Administrative Team	80	(1)
Staff Development for Administrative Team members and Support Personnel	81	(2)
Practices for the Block That Can Promote Coherence in Unifying the Efforts of the Administrative Team	81	(2)
Summary	83	(1)
Suggested Readings	84	(1)
Readying For The Block: Staff Development And Supervision To Get You There	85	(54)
Chapter Objectives	85	(1)
A Comprehensive Staff Development Plan for the Block	86	(3)
Staff Development That Meets Varied Learning Needs	87	(2)
Where Are We Now?	89	(23)
Curriculum Analysis	91	(3)
Curriculum Mapping	94	(3)
Pacing Guides	97	(1)
Instructional Pacing	97	(15)
Initiatives That Forward Preparation for Teaching in the Block	112	(8)
Site Visitations	112	(2)
New Teaching Strategies and In-Service	114	(1)
Lesson Planning	115	(2)
Varying Instructional Strategies	117	(1)
Transitions	117	(1)
Classroom Organization	117	(1)
Physical Space	117	(1)
Seatwork and Homework	117	(1)
Classroom Breaks	118	(1)
Differentiated Techniques for Assessing Student Learning	118	(1)
Portfolios	118	(2)
Demonstrations	120	(1)
Research Projects	120	(1)
Teaching Strategies That Enhance Learning in Block Periods	120	(11)
Socratic Seminars	121	(1)
Cooperative Learning	122	(1)
The Teacher's Role in Cooperative Learning	123	(1)
The Student's Role in Cooperative Learning	124	(1)
Types of Cooperative Learning	124	(1)
Assessing Cooperative Learning	125	(1)
Simulations	125	(1)
Learning Centers	126	(1)
Technology-Based Lessons	127	(1)
Inquiry	128	(1)
The Teacher's Role in the Inquiry Model	129	(1)
The Phases of the Inquiry Model	129	(1)
Teaching Inquiry: What Teachers Need to Know	130	(1)
Puzzles, Games, and Manipulatives	130	(1)
A Comprehensive Staff Development Plan to Prepare Teachers for the Block	131	(4)
Implications	135	(1)
Summary	136	(1)
Suggested Readings	137	(2)
Supervision In The Block: What's Different	139	(36)
Chapter Objectives	139	(1)
Supervision in the Block: What's Different?	140	(18)
Rethinking Supervision	140	(1)
Extendeded Time to Work with Teachers	141	(1)
Clinical Supervision	142	(1)
Supervision Is Not Evaluation	142	(1)
Supervision in the Block	142	(1)
The Pre-Observation Conference	143	(3)
The Observation	146	(1)
The Post-Observation Conference	146	(1)
Building Supervisory Capacity in the Block	147	(3)
Data Collection Instruments Suitable for the Block	150	(8)
Informal Supervision and the Block: New Avenues for Teacher Growth	158	(13)
Informal Classroom Visits	159	(3)
Peer Coaching as Supervision	162	(5)
Auditing as Supervision	167	(1)
Portfolio Development as Supervision	167	(2)
Videotape Analysis as Supervision	169	(1)
Informal Supervision and the Block	170	(1)
Worthwhile Trends to Track in Supervision and Staff Development	171	(2)
Trailways to Professional Growth	171	(1)
Technology	171	(1)
Developmental Differences Need to Be Addressed to Tailor Professional Growth	172	(1)
Expanded Roles for Teachers in Directing Their Own Learning	173	(1)
Implications	173	(1)
Summary	174	(1)
Suggested Readings	174	(1)
Teaching In The Block: Maintaining The Momentum Through Job-Embedded Staff Development And Supervision	175	(22)
Chapter Objectives	175	(1)
Factors That Influence the Success of Job-Embedded Learning	176	(3)
Attributes of Job-Embedded Learning	177	(1)
Conditions Needed for Job-Embedded Learning	178	(1)
Benefits of Job-Embedded Learning	178	(1)
Building Learning Time into Block Schedules	179	(10)
Embedding Staff Development Days in the School Year	179	(1)
Using Midterm and Final Sessions to Create Staff Development Time	180	(5)
Faculty Retreats	185	(1)
Building Staff Development Time into the Regular School Day	185	(1)
Regular School Day	185	(1)
Rearranging Existing Time: Rotating Planning Day	186	(1)
Creating New Learning Time	186	(3)
Learning Models That Sustain Momentum for Teaching in the Block	189	(5)
Peer/Cognitive Coaching	189	(2)
Study Groups	191	(1)
Action Research	191	(3)
Implications	194	(1)
Summary	195	(1)
Suggested Readings	195	(2)
Evaluating the Block Schedule	197	(28)
Judith A. Ponticell
Arturo Olivarez
Chapter Objectives	197	(1)
Define Different Types of Program Evaluation	198	(8)
Formative and Summative Program Evaluation	198	(1)
Formative Evaluation	199	(1)
Summative Evaluation	199	(1)
Differences Between Formative and Summative Evaluation	200	(1)
Internal vs. External Evaluation	200	(1)
Internal Evaluation	200	(1)
External Evaluation	201	(1)
Internal or External?	202	(1)
Selecting an External Evaluator	202	(1)
Information to Request	203	(1)
Getting Started	203	(1)
Key Questions	204	(1)
Committing Resources to the Evaluation	205	(1)
Basic Considerations for a Cost-Feasible Evaluation	205	(1)
Producing an Evaluation Report	206	(17)
Identifying Audiences	206	(1)
Common Audiences	206	(1)
Uses for the Evaluation Report	207	(1)
Generating a Program Description	207	(1)
Identifying and Selecting Evaluation Questions	208	(6)
Identifying Data Collection and Analysis Methods	214	(6)
Preparing the Evaluation Report	220	(1)
Identify the Audience	221	(1)
Write the Report	221	(2)
Evaluation Done vs. Evaluation Used	223	(1)
Summary	224	(1)
Suggested Readings	224	(1)
Final Thoughts	225	(2)
References	227	(8)
Index of Names	235	(4)
Index by Topic	239