Supervision for Today's Schools, 6th Edition

by Peter F. Oliva (Author: Developing the Curriculum); George E. Pawlas (Univ. of Central Florida)

• ISBN13: 9780471364351
• ISBN10: 0471364355
• Edition: 6th
• Format: Hardcover
• Copyright: 2001-01-01
• Publisher: Wiley

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