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SuperVision and Instructional Leadership: A Developmental Approach 10th edition [Minkštas viršelis]

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  • Formatas: Paperback / softback, 528 pages, aukštis x plotis x storis: 230x190x24 mm, weight: 780 g
  • Išleidimo metai: 28-Jul-2017
  • Leidėjas: Pearson
  • ISBN-10: 0134449894
  • ISBN-13: 9780134449890
Kitos knygos pagal šią temą:
SuperVision and Instructional Leadership: A Developmental Approach 10th editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 528 pages, aukštis x plotis x storis: 230x190x24 mm, weight: 780 g
  • Išleidimo metai: 28-Jul-2017
  • Leidėjas: Pearson
  • ISBN-10: 0134449894
  • ISBN-13: 9780134449890
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780134449890.html
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Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134290089.


The new edition of SuperVision and Instructional Leadership continues the innovative approach that has made it so widely popular, and includes a number of new content changes that bring the subject matter thoroughly up to date. Long recognized as a leading text in the field, this book calls for a collegial approach to instructional supervision; considers the knowledge necessary for successful supervision; discusses interpersonal skills, including different approaches to supervision and how they are used in developmental supervision; presents the technical skills of supervision, such as observing, assessing, planning, implementing, and evaluating; describes the technical tasks of supervision; and deals with the cultural tasks of supervision. A variety of learning aids ensure understanding of the theories and concepts. The Enhanced Pearson eText features embedded videos and chapter quizzes.

 

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Part One: Introduction 1(20)
1 SuperVision for Successful Schools
3(18)
SuperVision: A New Name for a New Paradigm
6(3)
Supervisory Glue as a Metaphor for Success
9(1)
New Roles for Supervisors and Teachers
9(8)
Supervision and Moral Purpose
17(1)
Organization of This Book
18(2)
Reflective Exercise
20(1)
Part Two: Knowledge 21(90)
2 The Norm: Why Traditional Schools Are as They Are
23(16)
The Work Environment or Culture of Schools: The Legacy of the One-Room Schoolhouse
24(8)
Cultures Within Cultures
32(2)
Looking Deeper: The Newtonian Paradigm and Traditional Schools
34(4)
Reflective Exercise
38(1)
3 The Dynamic School
39(23)
Shared Leadership, Collegiality, and Collaboration
41(1)
A Cause Beyond Oneself
41(1)
Professional Development
42(1)
Positive Learning Climate
43(1)
Authentic Curriculum, Instruction, and Assessment
44(2)
Democracy
46(1)
Inquiry
47(1)
Cultural Responsiveness
48(1)
Partnerships and Networks
49(5)
Beyond Newtonianism: The Quantum Paradigm and Dynamic Schools
54(7)
Closing Question
61(1)
Reflective Exercise
61(1)
4 Adult and Teacher Development Within the Context of the School
62(31)
Adults as Learners
63(12)
Adult and Teacher Development
75(16)
Development: Ebb and Flow
91(1)
Reflective Exercise
92(1)
5 Reflections on Educational Beliefs, Teaching, and Supervision
93(18)
Beliefs, Goals, and Effective Teaching
94(2)
Beliefs About Education
96(1)
Supervisory Beliefs
97(2)
Supervisory Platform as Related to Educational Philosophy
99(4)
Checking Your Own Supervisory Beliefs
103(3)
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
106(1)
Educational Philosophy, Teachers, Supervisors, and Supervisory Approach
107(1)
Where You Stand Depends on Where You Sit: Effects of Culture on Beliefs
107(2)
Reflective Exercise
109(2)
Part Three: Interpersonal Skills 111(80)
6 Supervisory Behavior Continuum: Know Thyself
113(17)
Outcomes of Conference
116(1)
Valid Assessment of Self
117(7)
Cognitive Dissonance
124(1)
Comparing Self-Perceptions with Others' Perceptions
124(2)
Comparing Self-Perceptions to Recorded Behaviors
126(1)
360-Degree Feedback
127(1)
Reflective Exercise
128(2)
7 Directive Control Behaviors
130(10)
Characteristics of Teachers Best Matched with Directive Control Behaviors
131(1)
Directive Control Sequence of Behaviors
132(4)
A History of Overreliance on Control
136(1)
Issues in Directive Control
136(1)
When to Use Directive Control Behaviors
137(1)
Moving from Directive Control Toward Directive Informational Behaviors
138(1)
Reflective Exercise
139(1)
8 Directive Informational Behaviors
140(10)
Characteristics of Teachers Best Matched with Directive Informational Behaviors
141(1)
Directive Informational Sequence of Behaviors
142(3)
Comparing Directive Control and Directive Informational Statements
145(2)
Issues in the Directive Informational Approach
147(1)
When to Use Directive Informational Behaviors
147(1)
Moving from Directive Informational Toward Collaborative Behaviors
148(1)
Reflective Exercise
149(1)
9 Collaborative Behaviors
150(10)
Characteristics of Teachers Best Matched with Collaborative Behaviors
151(1)
Collaborative Sequence of Behaviors
152(4)
Issues in Collaborative Supervision
156(1)
When to Use Collaborative Behaviors
157(1)
Moving from Collaborative Toward Nondirective Behaviors
158(1)
Reflective Exercise
159(1)
10 Nondirective Behaviors
160(12)
Characteristics of Teachers Best Matched with Nondirective Behaviors
161(1)
Nondirective Sequence of Behaviors
162(4)
Initiating Nondirective Supervision
166(1)
Nondirective, Not Laissez-Faire, Supervision
167(1)
Issues with Nondirective Supervision
168(1)
When to Use Nondirective Behaviors
169(2)
Reflective Exercise
171(1)
11 Developmental Supervision
172(19)
Phase 1: Choosing the Best Approach
173(2)
Phase 2: Applying the Chosen Approach
175(1)
Phase 3: Fostering Teacher Development
176(1)
Not Algorithms, but Guideposts for Decisions
177(1)
Case Studies in Developmental Supervision
178(10)
Reflective Exercise
188(3)
Part Four: Technical Skills 191(74)
12 observing Skills
193(27)
Quantitative Observations
196(7)
Qualitative Observations
203(5)
Tailored Observation Systems
208(2)
Schoolwide Classroom Observation
210(4)
Review of Types and Purposes of Observation
214(1)
Trends and Cautions Regarding Observation
215(4)
Reflective Exercise
219(1)
13 Assessing and Planning Skills
220(28)
Personal Improvement
221(7)
Instructional Improvement Within the Organization
228(1)
Ways of Assessing Need
229(5)
Analyzing Organizational Needs
234(4)
Planning
238(9)
Reflective Exercise
247(1)
14 Implementation and Evaluation Skills
248(17)
Stages of Implementation
249(2)
Factors that Affect Implementation
251(2)
Implementation at the Individual Level
253(2)
Evaluation of Instructional Improvement Efforts
255(2)
Two Types of Program Evaluation: Formative and Summative
257(6)
Program Evaluation and Teacher Empowerment
263(1)
Reflective Exercise
264(1)
Part Five: Technical Tasks of Supervision 265(122)
15 Direct Assistance to Teachers
267(17)
Clinical Supervision
268(5)
The Relationship of Clinical Supervision with Other Processes
273(1)
Peer Coaching
274(4)
Mentoring
278(4)
Using Direct Assistance to Improve Classroom Culture
282(1)
Reflective Exercise
283(1)
16 Evaluation of Teaching
284(18)
The New Wave of Evaluation Systems: From the Frying Pan to the Fire?
286(2)
Summative and Formative Evaluation
288(5)
Suggestions for Summative Evaluation
293(2)
Suggestions for Formative Evaluation
295(5)
Beyond Evaluation of Individual Teaching
300(1)
Reflective Exercise
301(1)
17 Group Development
302(23)
Stages of Group Development
303(3)
Characteristics of Effective Groups
306(1)
Group Member Roles
307(7)
Applying Developmental Supervision to Groups
314(2)
Resolving Conflict
316(4)
Preparing for Group Meetings
320(4)
Reflective Exercise
324(1)
18 Professional Development
325(13)
Characteristics of Successful Professional Development Programs
327(1)
Integrating Schoolwide, Group, and Individual Professional Development
328(1)
Alternative Professional Development Formats
329(2)
Stages of Professional Development
331(1)
Evaluating Professional Development
332(1)
Teachers as Objects or Agents in Professional Development
333(4)
Reflective Exercise
337(1)
19 Curriculum Development
338(29)
Legislated Learning
340(2)
Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction
342(15)
The Curriculum and Cultural Diversity
357(2)
Curriculum Mapping-and Remapping
359(4)
Developing Curriculum Units: Understanding by Design
363(3)
Reflective Exercise
366(1)
20 Action Research: The School as the Center of Inquiry
367(20)
How Is Action Research Conducted?
370(4)
Characteristics of Successful Action Research
374(1)
Expanding Boundaries: Alternative Approaches to Action Research
375(4)
Shared Governance for Action Research
379(5)
Suggestions for Assisting Action Research
384(1)
Reflective Exercise
385(2)
Part Six: Cultural Tasks of Supervision 387(72)
21 Facilitating Change
389(22)
Chaos Theory
392(3)
Postmodern Theory
395(3)
Education Change Theory
398(9)
Making Connections
407(1)
Changing the Conditions of Teaching
407(3)
Reflective Exercise
410(1)
22 Addressing Diversity
411(28)
Achievement Gaps Among Economic, Racial, and Ethnic Groups
412(16)
Gender Equity
428(2)
Equity for Sexual and Gender Minorities
430(3)
Equity for Students with Disabilities
433(4)
Overarching Patterns
437(1)
Connecting the Technical Tasks of Supervision to Cultural Responsiveness
437(1)
Reflective Exercise
438(1)
23 Building Community
439(20)
Democratic Community
442(2)
Moral Community*
444(5)
Professional Learning Community
449(2)
Community of Inquiry
451(1)
Engagement with the Larger Community
452(3)
Five Attributes, One Community
455(1)
Conclusion
456(2)
Reflective Exercise
458(1)
Appendix A: Educational Philosophy Q Sort* 459(6)
Appendix B: Review of Interpersonal Behavior in the Four Supervisory Approaches 465(2)
References 467(30)
Name Index 497(5)
Subject Index 502
Carl D. Glickman is Professor Emeritus of Education at the University of Georgia. He began his career as a Teacher Corp intern in the rural south and later was a principal of award-winning schools in New Hampshire. At the University of Georgia he and colleagues founded the Georgia League of Professional Schools, a nationally validated network of high-functioning public schools dedicated to the principles of democratic education. He is the author or editor of 14 books on school leadership, educational renewal, and the moral imperative of education.

Stephen P. Gordon is a professor of Education and Community Leadership at Texas State University. He is author of the book Professional Development for School Improvement, co-author of the books The Basic Guide to Supervision and Instructional Leadership, and How to Help Beginning Teachers Succeed, and editor of the books Collaborative Action Research and Standards for Instructional Supervision: Enhancing Teaching and Learning. Dr. Gordon, the former director of the National Center for School Improvement, also was lead consultant for the ASCD video series Improving Instruction through Observation and Feedback.

Jovita M. Ross-Gordon is a professor of Adult, Professional and Community Education at Texas State University Dr. Ross-Gordon is the author, editor, or co-editor of several books including the 2010 Handbook of Adult and Continuing Education. She has also published numerous chapters and articles on the teaching and learning of adults, particularly in the setting of higher education. She is currently co-editor-in-chief of New Directions for Adult and Continuing Education, and has served in numerous leadership positions with professional organizations focusing on adult education.