Full Description
NoteEnhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133388506.This leading text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. The Enhanced Pearson eText features embedded video.Improve mastery and retention with the Enhanced Pearson eText*The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book.*The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.
Contents
TABLE OF CONTENTSAbout the Authors xiiiPreface xvPART ONEIntroduction 11 SuperVision for Successful Schools 3SuperVision: A New Name for a New Paradigm 7Supervisory Glue as a Metaphor for Success 9Who Is Responsible for Supervision? 9Supervision and Moral Purpose 12Organization of This Book 13Reflective Exercise 15PART TWOKnowledge 172 The Norm: Why Traditional SchoolsAre as They Are 19The Work Environment or Culture of Schools 20The Legacy of the One-Room Schoolhouse 21Cultures within Cultures 30Blaming the Victim and Structural Strain 31Reflective Exercise 323 The Dynamic School 33Shared Leadership, Collegiality, and Collaboration 34A Cause beyond Oneself 35Professional Development 36Positive Learning Climate 37Authentic Curriculum, Instruction, and Assessment 38Democracy 39Inquiry 40Cultural Responsiveness 41Partnerships and Networks 42Reflective Exercise 474 Adult and Teacher Development withinthe Context of the School 48Adults as Learners 49Adult and Teacher Development 59Development: Ebb and Flow 76Reflective Exercise 785 Reflections on Educational Beliefs, Teaching,and Supervision 79Instructional Goals and Effective Teaching 81Expert Teachers 82Beliefs about Education 84Supervisory Beliefs 85Supervisory Platform as Related to Educational Philosophy 87Checking Your Own Supervisory Beliefs 91What Does Your Belief Mean in Terms of Supervisorand Teacher Responsibility? 91Reflective Exercise 96PART THREEInterpersonal Skills 976 Supervisory Behavior Continuum:Know Thyself 99Outcomes of Conference 102Valid Assessment of Self 103Johari Window 104Cognitive Dissonance 106Comparing Self-Perceptionswith Others' Perceptions 107Comparing Self-Perceptions to Recorded Behaviors 109360-Degree Feedback 110Reflective Exercise 1117 Directive Control Behaviors 113A History of Overreliance on Control 116Issues in Directive Control 118When to Use Directive Control Behaviors 118Moving from Directive Control toward Directive Informational Behaviors 119Reflective Exercise 1208 Directive Informational Behaviors 121Comparing Directive Control and Directive Informational Statements 123Issues in the Directive Informational Approach 126When to Use Directive Informational Behaviors 127Moving from Directive Informational toward Collaborative Behaviors 127Reflective Exercise 1289 Collaborative Behaviors 130Issues in Collaborative Supervision 135When to Use Collaborative Behaviors 136Moving from Collaborative toward Nondirective Behaviors 136Reflective Exercise 13710 Nondirective Behaviors 139Initiating Nondirective Supervision 144Nondirective, Not Laissez-Faire, Supervision 145Issues with Nondirective Supervision 146When to Use Nondirective Behaviors 147Nondirective Supervision, Teacher Collaboration 148Reflective Exercise 14911 Developmental Supervision 150Phase 1: Choosing the Best Approach 151Phase 2: Applying the Chosen Approach 155Phase 3: Fostering Teacher Development 156Not Algorithms, but Guideposts for Decisions 158Case Studies on Developmental Supervision 158Reflective Exercise 168PART FOURTechnical Skills 16912 Assessing and Planning Skills 171Personal Plans 172Assessing Time 173Changing Time Allocations: Planning 176Assessing and Planning within the Organization 180Ways of Assessing Need 181Analyzing Organizational Needs 185Planning 189Cautions Concerning Planning 195Reflective Exercise 19613 Observing Skills 197Formative Observation Instruments Are Not SummativeEvaluation Instruments 200Ways of Describing 200Quantitative Observations 200Qualitative Observations 209Tailored Observation Systems 213Types and Purposes of Observation 216Technology-Enhanced Observation 217Collaborative Walkthroughs 219Cautions Concerning Observations 220Reflective Exercise 22114 Evaluation Skills 222The Intersection of Instructional Supervision and Program Evaluation 223Judgments 224Key Decisions in the Program Evaluation Process 225Overall Instructional Program Evaluation 227Program Evaluation and Teacher Empowerment 232Teacher Evaluation 234Teacher Self-Evaluation 239Reflective Exercise 240PART FIVETechnical Tasks of Supervision 24315 Direct Assistance to Teachers 245Clinical Supervision 246Comparing Clinical Supervision with Teacher Summative Evaluation 250Integrating Clinical Supervision and Developmental Supervision 251Peer Coaching 252Other Forms of Direct Assistance 255Beyond Technical Assistance: Improving Classroom Culture 257Reflective Exercise 25716 Group Development 258Dimensions of an Effective Group 260Group Member Roles 261Applying Developmental Supervision to Groups 266Dealing with Dysfunctional Members 268Resolving Conflict 269Preparing for Group Meetings 273Establishing Ground Rules 274Collaborative Groups and School Improvement 275Dialogue: An Alternative Group Process 278Reflective Exercise 27917 Professional Development 281Characteristics of Successful Professional Development Programs 283Integrating Schoolwide, Group, and Individual Professional Development 284Alternative Professional Development Formats 285Examples of Effective Professional Development Programs 287Stages of Professional Development 290Evaluating Professional Development Programs 291Teachers as Objects or Agents in Professional Development 294Reflective Exercise 29718 Curriculum Development 297Sources of Curriculum Development 298Legislated Learning 299Curriculum Development as a Vehicle for Enhancing Collective Thinkingabout Instruction 301What Should Be the Purpose of the Curriculum? 302What Should Be the Content of the Curriculum? 302How Should the Curriculum Be Organized? 304In What Format Should the Curriculum Be Written? 305Curriculum Format as Reflective of Choice Given to Teachers 309Relationship of Curriculum Purpose, Content, Organization, and Format 310Levels of Teacher Involvement in Curriculum Development 311Integrating Curriculum Format with Developers and Levels of Development 312Matching Curriculum Development with Teacher Development 313The Curriculum and Cultural Diversity 315Reflective Exercise 32019 Action Research: The School as theCenter of Inquiry 321How Is Action Research Conducted? 323A Developmental Approach to Action Research 324Decisions about Action Research 325Action Research: Vehicle for a Cause beyond Oneself 327Characteristics of Successful Action Research 328Example of Action Research 330Expanding Boundaries: Alternative Approaches to Action Research 331Shared Governance for Action Research 333Premises 334Suggestions for Assisting Action Research 338Conclusion: Focus, Structure, and Time for Development 339Reflective Exercise 339PART SIXCultural Tasks of SuperVision 34120 Facilitating Change 343Chaos Theory 345Postmodern Theory 349Education Change Theory 352Change at the Individual Level 359Changing the Conditions of Teaching 359Reflective Exercise 36321 Addressing Diversity 365Achievement Gaps among Economic, Racial, and Ethnic Groups 367A Societal or a School Problem? 368Cultural Clashes 370Culturally Responsive Teaching 374Culturally Responsive Schools 377Gender Equity 382Equity for Sexual Minorities 384Overarching Patterns 387Connecting the Technical Tasks of Supervisionto Cultural Responsiveness 388Reflective Exercise 38822 Building Community 390Democratic Community 392Moral Community 395Professional Learning Community 398Community of Inquiry 400Engagement with the Larger Community 402Five Attributes, One Community 405Conclusion 406Reflective Exercise 407Appendix A: Educational Philosophy? Q Sort* 409Appendix B: Review of Interpersonal Behavior in FourSupervisory Approaches 415References 417Name Index 439Subject Index
