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.
New to this edition:
Reflective questions at the beginning and end of each chapter.
A discussion of new instructional leadership roles for supervisors and teachers. (Chapter 1)
Coverage of cultures within cultures. (Chapter 2)
An entirely new chapter, “The Dynamic School”. (Chapter 3)
The latest research on expert teachers. (Chapter 5)
Explanation of 360° feedback. (Chapter 6)
Role plays to practice directive control, directive informational, collaborative, and nondirective behavior. (Chapters 7, 8, 9, 10)
Descriptions of technology for enhanced classroom observation. (Chapter 13)
Discussion of collaborative walkthroughs. (Chapter 13)
Role plays on group roles. (Chapter 16)
Suggestions for involving collaborative groups in school improvement. (Chapter 16)
Exploration of dialogue as an alternative form of group process. (Chapter 16)
Presentation of a new tool for evaluating professional development sessions. (Chapter 17)
Overview of developing curriculum units through “Understanding by Design”. (Chapter 18)
Review of characteristics of successful action research. (Chapter 19)
Also from Carl D. Glickman, Stephen P. Gordon and Jovita M. Ross-Gordon:
Carl Glickman is president of the Institute for Schools, Education, and Democracy and 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 where she coordinates the MA in Adult Education. 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. She is currently a Co-Editor of both Adult Education Quarterly and New Directions for Adult and Continuing Education, and has served in numerous leadership positions with professional organizations focusing on adult education.