Supervision of Instruction: A Development Approach / Edition 3by Carl D. Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon
Pub. Date: 10/01/1994
Publisher: Allyn & Bacon, Inc.
Renowned for its clarity and practicality, this is the book that redefined the field of instructional supervision. Now it is available in a revised and updated edition. Additionally, the author is one of the most well-known educators in America today. This book assists the reader in understanding and using various approaches for enhancing individual teacher and staff productivity. It draws examples from research on successful schools, teacher and adult development, and supervisory practice. MAREKT: Teachers and school administrators.
- Allyn & Bacon, Inc.
- Publication date:
- Edition description:
- Older Edition
- Product dimensions:
- 7.09(w) x 9.45(h) x (d)
Table of Contents
Each part ends with "Conclusion," and each chapter concludes with "Exercises," "References," and "Suggested Readings."
1. Supervision for Successful Schools.
Supervisory Glue as a Metaphor for Success.
Who Is Responsible for Supervision?
Organization of This Book.
The Agony of Thought and Feeling.
2. The Norm: Why Schools Are as They Are.
The Work Environment or Culture of Schools.
The Legacy of the One-Room Schoolhouse.
Blaming the Victim and Structural Strain.
To Qualify, Summarize, and Propose.
3. The Exception: What Schools Can Be.
Background to School Effectiveness Studies.
Early Effective School Research.
More Recent Effective School Research.
Should All Schools Apply Effective Schools Research?
The "How" of Effective Schools.
A Cause Beyond Oneself.
What to Do with Successful Schools Research: Some Propositions.
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice.
Adults as Learners.
Adult and Teacher Development.
Developmental Theories of Motivation.
Development: Ebb and Flow.
Considering Teacher Development within the Context of the School.
Influences on Teacher Development.
5. Reflections on Schools, Teaching, and Supervision.
Effective Teaching Research: A Historical Perspective.
Cautions Concerning Effective Teaching Research.
The Coast of Britain.
Effectiveand Good Schools: The Same?
Instructional Improvement and Effective Teaching.
Beliefs about Education.
Supervisory Platform as Related to Educational Philosophy.
Checking Your Own Educational Philosophy and Supervisory Beliefs.
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
The Authors' Supervisory Platform.
Summary, Conclusions, and Propositions.
III. INTERPERSONAL SKILLS.
6. Supervisory Behavior Continuum: Know Thyself.
Outcomes of Conference.
Your Own Interpersonal Behavior Approach.
Valid Assessment of Self.
Summary, Conclusions, and Preview.
7. Developmental Supervision: An Introduction.
Case Study One.
Case Study Two.
Case Study Three.
Case Study Four.
Summary and a Look Ahead.
8. Directive Control Behaviors.
Directive Control Behaviors with Individuals.
Directive Control Behaviors with Groups.
A History of Overreliance on Control.
Issues in Directive Control.
When to Use Directive Control Behaviors.
Moving From Directive Control toward Directive Informational Behaviors.
9. Directive Informational Behaviors.
Directive Informational Behaviors with Individuals.
Directive Informational Behaviors with Groups.
Issues in the Directive Informational Approach.
When to Use Directive Informational Behaviors.
Moving from Directive Informational toward Collaborative Behaviors.
10. Collaborative Behaviors.
Collaborative Behaviors with Individuals.
Collaborative Behaviors with Groups.
Issues in Collaborative Supervision.
When to Use Collaborative Behaviors.
Moving from Collaborative toward Nondirective Behaviors.
Collaboration and Cooperation.
11. Nondirective Behaviors.
Nondirective Behaviors with Individuals.
Nondirective Behaviors with Groups.
Nondirective, Not Laissez Faire Supervision.
Issues with Nondirective Supervision.
When to Use Nondirective Behaviors.
Nondirective Supervision, Teacher Collaboration.
12. Developmental Supervision: Theory and Practice.
Rationale for Developmental Supervision.
Applying Developmental Supervision.
Not Algorithms, But Guideposts for Decisions.
IV. TECHNICAL SKILLS.
13. Assessing and Planning Skills.
Changing Time Allocations: Planning.
Assessing and Planning within the Organization.
Ways of Assessing Need.
Analyzing Organizational Needs.
Models Combining Assessment and Planning.
Planning: To What Extent?
14. Observing Skills.
Formative Observation Instruments Are Not Summative Evaluation Instruments.
Ways of Describing.
Quantitative and Qualitative Instruments.
Tailored Observation Systems.
Types and Purposes of Observations.
Further Cautions When Using Observations.
15. Research and Evaluation Skills.
Alternative Approaches to Research and Evaluation.
Evaluating Specific Instructional Programs.
Key Decisions in the Evaluation Process.
Evidence of Program Outcomes.
Multiple Sources and Methods.
Overall Instructional Program Evaluation.
Other Considerations for Evaluation.
V. TASKS OF SUPERVISION.
16. Direct Assistance to Teachers.
Other Forms of Direct Assistance.
Establishing Procedures for Direct Assistance.
Differences between Direct Assistance and Formal Evaluation.
School and District Procedures for Direct Assistance and Formal Evaluation.
Linking Self-Evaluation with Direct Assistance.
Developmental Considerations in Direct Assistance.
17. Group Development.
Dimensions of an Effective Group.
Group Member Roles.
Changing Group Leadership Style.
Dealing with Dysfunctional Members.
Preparing for Group Meetings.
Procedures for Large-Group Involvement.
18. Professional Development.
Why the Need for Professional Development?
Characteristics of Successful Professional Development.
Individual Teacher-Based Professional Development.
Alternative Professional Development Formats.
Examples of Effective Professional Development Programs.
Stages of Professional Development.
Matching Professional Development to Teacher Characteristics.
Cautions on Professional Development Research.
The Nuts and Bolts.
Teachers as Objects or Agents in Professional Development.
19. Curriculum Development.
Sources of Curriculum Development.
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.
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction.
20. Action Research: The School as the Center of Inquiry.
Action Research: The Concept.
How Is Action Research Conducted?
A Developmental Approach to Action Research.
Decisions About Action Research.
Action Research: Vehicle for a Cause Beyond Oneself.
Examples of Action Research.
Action Research Leagues.
Shared Governance for Action Research.
Personal Examples of School-Based Action Research Plans.
Conclusion: Focus, Structure, and Time for Development.
VI. FUNCTION OF SUPERVISION.
21. Supervision, Change, and School Success.
Assumptions about Change.
Change from the Teacher's View.
Developmental View of Change Strategies.
Creating a Culture for Change.
Changing the Conditions of Teaching.
The Role of Supervision and Supervisor in School Improvement.
What Is School Success?
22. Super-Vision for Democratic Education: Returning to Our Core.
Systemic Reform Around Purpose.
Support for Hard and Unglamorous Work.
Why Systemic Reform as Locally Derived?
Appendix A. What Is Your Educational Philosophy.
Appendix B. Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches.
Appendix C. Assessing School-Based Supervisory Practices for Promoting Instructional Improvement.
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