Supervision That Improves Teaching and Learning: Strategies and Techniques / Edition 3

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Thousand Oaks 2009 Trade paperback 3rd ed. Fair. Trade paperback (US). Glued binding. 232 p. Contains: Illustrations.

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Overview

Supervisors can use this hands-on supervision model and practical tools such as exercises, summary sheets, and observation charts to improve teaching and learning through dialogue and collaboration.

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Editorial Reviews

Judy Bruner
“Sullivan and Glanz do an excellent job of presenting information in a format that is user friendly, succinct, practical, and applicable to the job of school supervision. This book provides critically important information for aspiring, newly appointed, or veteran school administrators.”
Christy M. Moroye
“This is a great marriage of theory and practice.”
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Product Details

  • ISBN-13: 9781412967136
  • Publisher: SAGE Publications
  • Publication date: 6/2/2009
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 232
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Susan Sullivan is currently Chair of the Department of Education at the College of Staten Island (CSI), City University of New York (CUNY) where all undergraduate and graduate education programs are under the direction of the Chair. Previously, she was the Chair of the Education Department for six years. She continues to teach post master’s courses in supervision of instruction and educational leadership in the Department leadership program. She is co-principal investigator on an NSF grant that supports the Teacher Education Honors Academy and is a founder of the CSI High School for International Studies. In addition, she is currently planning a leadership program for Chinese school administrators.

Her continued research interests center on supervision of instruction and its alternatives, reflective practice, and the role of leadership and supervision of instruction, in particular, in school transformation, themes on which she continues to write journal articles. In addition to the third edition of Supervision that Improves Teaching and Learning: Strategies and Techniques, she and Jeffrey Glanz have coauthored a staff development book, Supervision in Practice, and are the authors of Building Effective Learning Communities.

Jeffrey Glanz currently serves as a Senior Fellow at the Institute for University-School Partnership, Director of the Masters Program and the Raine and Stanley Silverstein Chair in Professional Ethics and Values at the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University. Prior to coming to YU, Dr. Glanz served as Dean of Graduate Programs and Chair of the Department of Education at Wagner College in Staten Island, New York. He also coordinated the educational leadership program that led to New York State certification as a principal and assistant principal. Prior to arriving at Wagner, he served as executive assistant to the president of Kean University in Union, New Jersey. Dr. Glanz held faculty status as a tenured professor in the Department of Instruction and Educational Leadership at Kean University’s College of Education. He was named Graduate Teacher of the Year in 1999 by the Student Graduate Association and was also that year’s recipient of the Presidential Award for Outstanding Scholarship. He served as a teacher and assistant principal in the New York City public schools. He has conducted numerous workshops and seminars internationally. Dr. Glanz has authored, coauthored, and co-edited 20 books and has many peer-reviewed article publications.

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Table of Contents

Foreword to the Third Edition, by Karen Osterman
Preface to the Third Edition
Acknowledgments
About the Authors
A Brief Note to Instructors
1. The Changing Context of Supervision
What Is Supervision?
The Influence of History
Supervision in the Late 19th Century
Democratic Methods and Supervision
Standards-Based Supervision
Understanding the History of Supervision
Implications for the Practice of Supervision
Assessing Belief Systems
Examples of Personal Vision Statements
Conclusion
Notes
2. Three Interpersonal Approaches to Supervision
How We Learn
Listening, Reflecting, and Clarifying Techniques
Approaches to Providing Feedback
Guidelines for Reflective Practice
Summary
Notes
3. Observation Tools and Techniques
Supervision Scenario
Thirty-Two Tools and Techniques for Observation
Quantitative Observation Tools
Qualitative Observation Tools
Summary
Conclusion
Notes
4. An Introduction to Reflective Clinical Supervision
A Definition of Clinical Supervision
The Reflective Clinical Supervision Cycle
Conclusion
5. Alternative Approaches: Case Studies and Implementation Guidelines
Standards-Based Walk-Through
Mentoring
Peer Coaching
A Journey: From Peer Coaching to Critical Friends
Portfolios for Differentiated Supervision
Peer Assessment: Selection, Support, and Evaluation
Action Research
Conclusion
Notes
6. Supervision to Improve Classroom Instruction: Next Steps
Next Steps
Guidelines for Creating a Supervisory Platform
“For Me, Personally”: My Supervisory Platform
Conclusion—or Just a Beginning?
Note
Resource A. Microlab Guidelines
Resource B. Fishbowl Guidelines
Resource C. Technology in the Classroom: Tips That Span the Traditional to the Virtual Classroom
Resource D. Observation Practice Sheets
References
Index

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