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9780471364351

Supervision for Today's Schools, 6th Edition

by ;
  • ISBN13:

    9780471364351

  • ISBN10:

    0471364355

  • Edition: 6th
  • Format: Hardcover
  • Copyright: 2001-01-01
  • Publisher: Wiley

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Supplemental Materials

What is included with this book?

Summary

A highly respected overview of the field of instructional supervision that covers the three domains of supervision: instructional development, curriculum development, and staff development. The authors adhere to the beliefs that supervisors should look at teaching before looking at the teacher, and that the supervisor should look at the classroom and school environment within the context of instruction.

Author Biography

George E. Pawlas is associate professor of education in the Educational Leadership program at the University of Central Florida.

Table of Contents

Preface xi
PART I Nature of Supervision 1(88)
Roles of the School Supervisor
3(31)
Objectives
3(1)
Supervision Defined
3(1)
Historical Approaches
4(6)
Varying Interpretations
10(2)
Problems That Complicate the Supervisory Role
12(2)
Who Are the Supervision
14(6)
Tasks of Supervision
20(1)
A Model of Supervision
21(7)
Through the Eyes of the New Teacher
28(1)
Summary
29(1)
Questions for Discussion
29(1)
Activities for Further Study
29(1)
Notes
30(1)
Bibliography
31(3)
Issues in Supervision
34(55)
Objectives
34(1)
Numerous Unresolved Issues
34(48)
Is Supervision Necessary?
39(4)
For Whom Should Supervision Be Provided?
43(4)
Should the Supervisor's Authority Be based on Expertise and Interpersonal Relationships or on Conferred Status and Decision making Responsibilities?
47(2)
Should the Supervisor Be an Administrator?
49(3)
Is Supervision staff Development?
52(2)
Is Supervision Curriculum Development?
54(2)
Is Supervision Evaluation?
56(2)
Should Supervision Work with Groups of Teachers or with Individual Teachers?
58(2)
Should Supervision Be Carried Out by Supervisors Based in the Central Office or in the Individual School?
60(9)
Should the Supervisor Use a Directive or Nondirective Approach?
69(3)
Should School Systems Organize for Supervision by Employing Generalists or Specialists?
72(5)
Should There Be National Professional Standards for Teachers?
77(2)
Should the Role of Technology Positively Impact the Supervision Process?
79(1)
Should Multiculturism Be a Focus of Supervision?
80(2)
Through the Eyes of the New Teacher
82(1)
Summary
83(1)
Questions for Discussion
84(1)
Activities for Further Study
84(1)
Notes
85(1)
Bibliography
86(3)
PART II Leadership in Instructional Development 89(180)
Helping Teachers Plan for Instruction
91(39)
Objectives
91(1)
Models for Instruction
91(2)
Classroom Planning: A Six-point Program
93(31)
Through the Eyes of the New Teacher
124(1)
Summary
125(1)
Questions for Discussion
125(1)
Activities for Further Study
125(2)
Notes
127(1)
Bibliography
128(2)
Helping Teachers Present Instruction
130(40)
Objectives
130(1)
Research on Effective Teaching
130(2)
Steps in Implementation
132(1)
Selection of Resources
133(2)
Selection of Strategies
135(7)
Lesson Presentation
142(19)
A Checklist
161(2)
Through the Eyes of New Teacher
163(1)
Summary
164(1)
Questions for Discussion
165(1)
Activities for Further Study
165(1)
Notes
166(1)
Bibliography
167(3)
Helping Teachers with Classroom Management
170(49)
Objectives
170(1)
Discipline: A Serious Problem
170(4)
Causes of behavior Problems
174(12)
Preventing Behavior Problems
186(9)
Correcting Behavior Problems
195(13)
Through the Eyes of the New Teacher
208(1)
Summary
209(1)
Questions for Discussion
210(1)
Activities for Further Study
210(1)
Notes
211(3)
Bibliography
214(5)
Helping Teachers Evaluate Instruction
219(50)
Objectives
219(1)
Evaluation: An Essential Phase
219(1)
Preassessment
220(1)
Continuing Assessment
221(2)
Norm-referenced and Criterion-referenced Measurement
223(7)
Formative and Summative Evaluation
230(1)
Testing
231(18)
Evaluating Affective Objectives
249(2)
Other Evaluation Techniques
251(6)
Marking Student Achievement
257(3)
Reporting Student Achievement
260(2)
Through the Eyes of the New Teacher
262(1)
Summary
263(1)
Questions for Discussion
263(1)
Activities for Further Study
263(3)
Notes
266(1)
Bibliography
267(2)
PART III Leadership in Curriculum Development 269(82)
Helping Teachers Plan and Implement Curricula
271(44)
Objectives
271(1)
A Model for Curriculum Development
272(4)
The Supervisor in Curriculum Development
276(1)
Approaches to Curriculum Development
276(19)
Continuing Problems of Curriculum Development
295(12)
Through the eyes of the New Teacher
307(2)
Summary
309(1)
Questions for Discussion
309(1)
Activities for Further Study
309(2)
Notes
311(1)
Bibliography
312(3)
Helping Teachers Evaluate Curricula
315(36)
Objectives
315(1)
Curriculum Evaluation: Essential and Difficult
315(3)
The Supervisor's Role in Evaluation
318(2)
Basic Research Concepts
320(4)
Types of Research
324(1)
Types of Evaluation
325(4)
Conducting a Curriculum Needs Assessment
329(5)
Evaluative Criteria
334(2)
Curriculum Mapping
336(1)
Teacher Participation in Research
337(1)
Evaluation of Materials and Studies
338(4)
State Assessment Programs
342(1)
Local Assessment Programs
342(1)
Through the Eyes of the New Teacher
343(1)
Summary
344(1)
Questions for Discussion
345(1)
Activities for Further Study
345(1)
Notes
346(2)
Bibliography
348(3)
PART IV Leadership in Staff Development 351(160)
Helping Teachers through In-service Programs
353(35)
Objectives
353(1)
Supervision and Staff Development
353(7)
Assumptions about In-Service Education
360(1)
Characteristics of Effects In-Service Programs
361(1)
A Model for In-service Education
362(14)
Control of In-service Education
376(3)
Through the Eyes of the New Teacher
379(2)
Summary
381(1)
Questions for Discussion
382(1)
Activities for Further Study
382(1)
Notes
383(1)
Bibliography
384(4)
Helping Teachers on a One-to-One Basis
388(37)
Objectives
388(1)
Formative Evaluation
388(1)
Clinical Supervision
389(2)
The Supervisor's Role in Clinical Supervision
391(3)
Models of Clinical Supervision
394(15)
Problems in Clinical Supervision
409(6)
Through the Eyes of the New Teacher
415(1)
Summary
416(1)
Questions for Discussion
417(1)
Activities for Further Study
417(1)
Notes
418(3)
Bibliography
421(4)
Helping Teachers Work Together
425(44)
Objectives
425(1)
Living in Groups
425(4)
The Supervisor as Group Leader
429(24)
Group Process versus Group Counseling
453(1)
Training in Group Interaction
454(2)
Practice in Interaction Skills
456(3)
Provision of Group Therapy-type Sessions
459(1)
Through the Eyes of the New-Teacher
460(1)
Summary
461(1)
Questions for Discussion
462(1)
Activities for Further Study
462(2)
Notes
464(2)
Bibliography
466(3)
Helping Teachers Evaluate Their Own Performance
469(42)
Objectives
469(1)
Three Faces of Evaluation of Teachers Performance
469(4)
Competencies to be Evaluated
473(18)
Using Evaluation Instruments
491(7)
Student Evaluations
498(1)
Parent Evaluations
499(6)
Through the Eyes of the New Teacher
505(1)
Summary
506(1)
Questions for Discussion
507(1)
Activities for Further Study
507(1)
Notes
507(1)
Bibliography
508(3)
PART V The Summative Dimension of Teacher Evaluation 511(38)
Summative Assessment of Teacher Performance
513(36)
Objectives
513(1)
Summative Evaluation
513(27)
Problems in Summative Evaluation
540(2)
Through the Eyes of the New Teacher
542(1)
Summary
543(1)
Questions for Discussion
544(1)
Activities for Further Study
544(1)
Notes
545(1)
Bibliography
546(3)
PART VI Instructional Supervision: Evaluation and Change 549(2)
Improving Instructional Supervision
551(1)
Objectives
551(1)
Role of the Supervisor: A Reprise
551(2)
Evaluation of the Supervisor
553(4)
Evaluation of the Supervisory Program
557(3)
Future Directions in Supervision
560(12)
Through the Eyes of the new Teacher
572(1)
Summary
573(1)
Questions for Discussion
573(1)
Activities for Further Study
574(1)
Notes
575(1)
Bibliography
576
Credits C-1
Name Index I-1
Subject Index I-4

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