Supervision and instructional leadership : a developmental approach / Carl D. Glickman, President of The Institute for Schools, Education, and Democracy and Professor Emeritus of Education, the University of Georgia, Athens, Georgia, Stephen P. Gordon, Professor of Education and Community Leadership, Texas State University, Jovita M. Ross-Gordon, Professor of Adult, Professional, and Community Education, Texas State University
- Machine generated contents note: pt. One Introduction -- 1.SuperVision for Successful Schools -- SuperVision: A New Name for a New Paradigm -- Supervisory Glue as a Metaphor for Success -- Who Is Responsible for Supervision? -- Supervision and Moral Purpose -- Organization of This Book -- Reflective Exercise -- pt. Two Knowledge -- 2.The Norm: Why Traditional Schools Are as They Are -- The Work Environment or Culture of Schools -- The Legacy of the One-Room Schoolhouse -- Cultures within Cultures -- Blaming the Victim and Structural Strain -- Reflective Exercise -- 3.The Dynamic School -- Shared Leadership, Collegiality, and Collaboration -- A Cause beyond Oneself -- Professional Development -- Positive Learning Climate -- Authentic Curriculum, Instruction, and Assessment -- Democracy -- Inquiry -- Cultural Responsiveness -- Partnerships and Networks -- Reflective Exercise -- 4.Adult and Teacher Development within the Context of the School -- Adults as Learners -- Adult and Teacher Development -- Development: Ebb and Flow -- Reflective Exercise -- 5.Reflections on Educational Beliefs, Teaching, and Supervision -- Instructional Goals and Effective Teaching -- Expert Teachers -- Beliefs about Education -- Supervisory Beliefs -- Supervisory Platform as Related to Educational Philosophy -- Checking Your Own Supervisory Beliefs -- What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? -- Reflective Exercise -- pt. Three Interpersonal Skills -- 6.Supervisory Behavior Continuum: Know Thyself -- Outcomes of Conference -- Valid Assessment of Self -- Johari Window -- Cognitive Dissonance -- Comparing Self-Perceptions with Others' Perceptions -- Comparing Self-Perceptions to Recorded Behaviors -- 360-Degree Feedback -- Reflective Exercise -- 7.Directive Control Behaviors -- A History of Overreliance on Control -- Issues in Directive Control -- When to Use Directive Control Behaviors -- Moving from Directive Control toward Directive Informational Behaviors -- Reflective Exercise -- 8.Directive Informational Behaviors -- Comparing Directive Control and Directive Informational Statements -- Issues in the Directive Informational Approach -- When to Use Directive Informational Behaviors -- Moving from Directive Informational toward Collaborative Behaviors -- Reflective Exercise -- 9.Collaborative Behaviors -- Issues in Collaborative Supervision -- When to Use Collaborative Behaviors -- Moving from Collaborative toward Nondirective Behaviors -- Reflective Exercise -- 10.Nondirective Behaviors -- Initiating Nondirective Supervision -- Nondirective, Not Laissez-Faire, Supervision -- Issues with Nondirective Supervision -- When to Use Nondirective Behaviors -- Nondirective Supervision, Teacher Collaboration -- Reflective Exercise -- 11.Developmental Supervision -- Phase 1 Choosing the Best Approach -- Phase 2 Applying the Chosen Approach -- Phase 3 Fostering Teacher Development -- Not Algorithms, but Guideposts for Decisions -- Case Studies on Developmental Supervision -- Reflective Exercise -- pt. Four Technical Skills -- 12.Assessing and Planning Skills -- Personal Plans -- Assessing Time -- Changing Time Allocations: Planning -- Assessing and Planning within the Organization -- Ways of Assessing Need -- Analyzing Organizational Needs -- Planning -- Cautions Concerning Planning -- Reflective Exercise -- 13.Observing Skills -- Formative Observation Instruments Are Not Summative Evaluation Instruments -- Ways of Describing -- Quantitative Observations -- Qualitative Observations -- Tailored Observation Systems -- Types and Purposes of Observation -- Technology-Enhanced Observation -- Collaborative Walkthroughs -- Cautions Concerning Observations -- Reflective Exercise -- 14.Evaluation Skills -- The Intersection of Instructional Supervision and Program Evaluation -- Judgments -- Key Decisions in the Program Evaluation Process -- Overall Instructional Program Evaluation -- Program Evaluation and Teacher Empowerment -- Teacher Evaluation -- Teacher Self-Evaluation -- Reflective Exercise -- pt. Five Technical Tasks of Supervision -- 15.Direct Assistance to Teachers -- Clinical Supervision -- Comparing Clinical Supervision with Teacher Summative Evaluation -- Integrating Clinical Supervision and Developmental Supervision -- Peer Coaching -- Other Forms of Direct Assistance -- Beyond Technical Assistance: Improving Classroom Culture -- Reflective Exercise -- 16.Group Development -- Dimensions of an Effective Group -- Group Member Roles -- Applying Developmental Supervision to Groups -- Dealing with Dysfunctional Members -- Resolving Conflict -- Preparing for Group Meetings -- Collaborative Groups and School Improvement -- Dialogue: An Alternative Group Process -- Reflective Exercise -- 17.Professional Development -- Characteristics of Successful Professional Development Programs -- Integrating Schoolwide, Group, and Individual Professional Development -- Alternative Professional Development Formats -- Examples of Effective Professional Development Programs -- Stages of Professional Development -- Evaluating Professional Development Programs -- Teachers as Objects or Agents in Professional Development -- Reflective Exercise -- 18.Curriculum Development -- Sources of Curriculum Development -- Legislated Learning -- Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction -- What Should Be the Purpose of the Curriculum? -- What Should Be the Content of the Curriculum? -- How Should the Curriculum Be Organized? -- In What Format Should the Curriculum Be Written? -- Curriculum Format as Reflective of Choice Given to Teachers -- Relationship of Curriculum Purpose, Content, Organization, and Format -- Levels of Teacher Involvement in Curriculum Development -- Integrating Curriculum Format with Developers and Levels of Development -- Matching Curriculum Development with Teacher Development -- The Curriculum and Cultural Diversity -- Reflective Exercise -- 19.Action Research: The School as the Center of Inquiry -- How Is Action Research Conducted? -- A Developmental Approach to Action Research -- Decisions about Action Research -- Action Research: Vehicle for a Cause beyond Oneself -- Characteristics of Successful Action Research -- Example of Action Research -- Expanding Boundaries: Alternative Approaches to Action Research -- Shared Governance for Action Research -- Suggestions for Assisting Action Research -- Conclusion: Focus, Structure, and Time for Development -- Reflective Exercise -- pt. Six Cultural Tasks of SuperVision -- 20.Facilitating Change -- Chaos Theory -- Postmodern Theory -- Education Change Theory -- Change at the Individual Level -- Changing the Conditions of Teaching -- Reflective Exercise -- 21.Addressing Diversity -- Achievement Gaps among Economic, Racial, and Ethnic Groups -- A Societal or a School Problem? -- Cultural Clashes -- Culturally Responsive Teaching -- Culturally Responsive Schools -- Gender Equity -- Equity for Sexual Minorities -- Overarching Patterns -- Connecting the Technical Tasks of Supervision to Cultural Responsiveness -- Reflective Exercise -- 22.Building Community -- Democratic Community -- Moral Community -- Professional Learning Community -- Community of Inquiry -- Engagement with the Larger Community -- Five Attributes, One Community -- Conclusion -- Reflective Exercise.
- Bibliography Note:
- Includes bibliographical references (pages 417-438) and index.
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