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9780471151654

Supervision for Today's Schools, 7th Edition

by ;
  • ISBN13:

    9780471151654

  • ISBN10:

    0471151653

  • Edition: 7th
  • Format: Paperback
  • Copyright: 2004-02-01
  • Publisher: Wiley

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

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Supplemental Materials

What is included with this book?

Summary

A practical guide to becoming an instructional leader Updated to reflect changes and advances in the supervision of teachers, this highly respected text provides a comprehensive overview of the field of instructional supervision, including instructional development, curriculum development, and staff development. Throughout, the authors emphasize practice, particularly the supervisor's responsibilities as instructional leader.

Author Biography

Peter F. Oliva is Professor Emeritus at Florida International University and Georgia Southern University. He has served on the faculties of the University of Mississippi, the University of Florida, Indiana State University, Southern Illinois University, and the University of Hawaii. As adjunct instructor, he has supervised interns at the University of Central Florida. He has published numerous articles in education journals and is author of several textbooks in the fields of instruction, supervision, and curriculum, including Developing the Curriculum. He has traveled extensively in Europe, Latin America, and the Middle East. He is a member of the Association for Supervision and Curriculum Development, Phi Delta Kappa, the National Education Association, and Phi Beta Kappa. He holds an A.B. degree from Cornell University; an M.A.T. from Harvard Univeristy; and Ed.D. from Teachers College, Columbia University.

Since the publication of the 6th edition, George Pawlas was appointed to a special principal task force sponsored by the National Association of Secondary School Principals. The task force is charged with making recommendations to strengthen principal preparation programs. Dr. Pawlas is known as the “supervisor” proponent in the programs. In addition, he has been contacted by the Phi Delta Kappa Educational Foundation to update two publications he and a colleague co-authored in the 1989 Elementary Principal series: The Principal and Communication and The Principal and Discipline. He will also revise another publication in the series: The Principal and Supervision. All three of these publications’ topics are part of Supervison for Today’s Schools.

Table of Contents

1. Roles of the School Supervisor.
Objectives.
Supervision Defined.
Historical Approaches.
Varying Interpretations.
Problems that Complicate the Supervisory Role.
Who Are the Supervisors?
Tasks of Supervision.
A Model of Supervision.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
2.  Issues in Supervision.
Objectives.
Numerous Unresolved Issues.
Issue 1: Is Supervision Necessary?
Issue 2: For Whom Should Supervision Be Provided?
Issue 3: Should the Supervisor’s Authority Be Based on Expertise and Interpersonal Relationships or on Conferred Status and Decision-Making
Responsibilities?
Issue 4: Should The Supervisor Be an Administrator?
Issue 5: Is Supervision Staff Development?
Issue 6: Is Supervision Curriculum Development?
Issue 7: Is Supervision Evaluation?
Issue 8: Should Supervisors Work with Groups of Teachers or with Individual Teachers?
Issue 9: Should Supervision Be Carried Out by Supervisors Based in The Central Office or in the Individual School?
Issue 10: Should the Supervisor Use a Directive or Nondirective Approach?
Issue 11: Should School Systems Organize for Supervision by Employing Generalists or Specialists?
Issue 12: Should There Be National Professional Standards for Teachers?
Issue 13: What Should Be the Role of Technology in the Supervisory Process?
Issue 14: Should Multiculturalism Be a Focus of Supervision?
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
Part II.  Leadership in Instructional Development.
3.   Helping Teachers Plan for Instruction.
Objectives.
Models of Instruction.
Classroom Planning: A Six-Point Program.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
4.  Helping Teachers Present Instruction.
Objectives.
What Is Effective Teaching?
Steps in Implementation.
Selection of Resources.
Selection of Strategies.
Lesson Presentation.
A Checklist.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
5.  Helping Teachers with Classroom Management.
Objectives.
Discipline: A Serious Problem.
Causes of Behavior Problems.
Preventing Behavior Problems.
Correcting Behavior Problems.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
6.  Helping Teachers Evaluate Instruction.
Objectives.
Evaluation: An Essential Phase.
Preassessment.
Continuing Assessment.
Norm-Referenced and Criterion-Referenced Measurement.
Relation of Evaluation to Objectives.
Formative and Summative Evaluation.
Testing.
Evaluating Affective Objectives.
Other Evaluation Techniques.
Marking Student Achievement.
Reporting Student Achievement.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
Part III   Leadership in Curriculum Development
7.  Helping Teachers Plan and Implement Curricula.
Objectives.
A Model for Curriculum Development.
The Supervisor in Curriculum Development.
Approaches to Curriculum Development.
Continuing Problems of Curriculum Development.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
8.  Helping Teachers Evaluate Curricula.
Objectives.
Curriculum Evaluation: Essential and Difficult.
The Supervisor’s Role in Evaluation.
Basic Research Concepts.
Types of Research.
Types of Evaluation.
Conducting a Curriculum Needs Assessment.
Evaluative Criteria.
Curriculum Mapping.
Teacher Participation in Research.
Evaluation of Materials and Studies.
State Assessment Programs.
Local Assessment Programs.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
Part IV.   Leadership in Staff Development.
9.  Helping Teachers through In-Service Programs.
Objectives.
Supervision and Staff Development.
Assumptions about In-Service Education.
Characteristics of Effective In-Service Programs.
A Model for In-Service Education.
Control of In-Service Education.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
10.   Helping Teachers on a One-to-One Basis.
Objectives.
Formative Evaluation.
Clinical Supervision.
The Supervisor’s Role in Clinical Supervision.
Models of Clinical Supervision.
Problems in Clinical Supervision.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
11.  Helping Teachers Works Together.
Objectives.
Living in Groups.
The Supervisor as Group Leader.
Group Process versus Group Counseling.
Training in Group Interaction.
Practice in Interaction Skills.
Provision of Group Therapy–Type Sessions.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
12.  Helping Teachers Evaluate Their Own Performance.
Objectives.
Three Faces of Evaluation of Teacher Performance.
Competencies to Be Evaluated.
Using Evaluation Instruments.
Student Evaluations.
Parent Evaluations.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
Part V.  The Summative Dimension of Teacher Evaluation.
13.  Summative Assessment of Teacher Performance.
Objectives.
Summative Evaluation.
Problems in Summative Evaluation.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
Part VI.  Instructional Supervision: Evaluation and Change.
14.  Improving Instructional Supervision.
Objectives.
Role of the Supervisor: A Reprise.
Evaluation of the Supervisor.
Evaluation of the Supervisory Program.
Future Directions in Supervision.
Summary.
Questions for Discussion.
Activities for Further Study.
Notes.
Bibliography.
Credits.
Name Index.
Subject Index.

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