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| All chapters conclude with ldquo;Exercises,rdquo; | |
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| ldquo;References,rdquo; and ldquo;Suggested Readings.rdquo; | |
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| Introduction | |
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| SuperVision for Successful Schools | |
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| SuperVision: A New Name for a New Paradigm | |
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| Supervisory Glue as a Metaphor for Success | |
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| Who Is Responsible for SuperVision? | |
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| Organization of This Book | |
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| Supervision and Moral Purpose | |
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| |
| Knowledge | |
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| |
| The Norm: Why Schools Are as They Are | |
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| |
| The Work Environment or Culture of Schools | |
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| The Legacy of the One-Room Schoolhouse | |
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| Blaming the Victim and Structural Strain | |
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| |
| Viewing School Culture in the Context of the Larger Culture | |
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| To Qualify, Summarize, and Propose | |
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| The Exception: What Schools Can Be | |
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| Background to School Effectiveness Studies | |
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| Early Effective Schools Research | |
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| The Second Wave of Effective Schools Research | |
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| Context Studies in Effective Schools Research | |
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| Has Effective Schools Research Outlived Its Usefulness? | |
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| |
| The Legacy of Effective Schools Research | |
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| From Effective Schools to School Improvement | |
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| A Cause Beyond Oneself | |
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| Connecting School Improvement to the Local Community and Larger Society | |
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| What to Do with Successful Schools Research: Some Propositions | |
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| |
| Adult and Teacher Development Within the Context of the School: Clues for Supervisory Practice | |
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| Adults as Learners | |
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| Adult and Teacher Development | |
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| |
| Developmental Theories of Motivation and Teacher Development | |
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| Development: Ebb and Flow | |
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| |
| Influences on Teacher Development | |
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| Propositions | |
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| |
| |
| Reflections on Schools, Teaching, and Supervision | |
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| |
| Effective Teaching Research: A Historical Perspective | |
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| Cautions Concerning Effective Teaching Research | |
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| |
| The Coast of Britain | |
| |
| |
| Effective and Good Schools: The Same? | |
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| |
| Changing Views: New Emphasis on Constructivist Teaching and Learning | |
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| |
| Instructional Improvement and Effective Teaching | |
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| |
| Beliefs About Education | |
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| |
| Supervision Beliefs | |
| |
| |
| Supervisory Platform as Related to Educational Philosophy | |
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| |
| 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 | |
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| |
| Interpersonal Skills | |
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| Supervisory Behavior Continuum: Know Thyself | |
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| |
| Outcomes of Conference | |
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| Valid Assessment of Self | |
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| Johari Window | |
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| |
| Cognitive Dissonance | |
| |
| |
| Comparing Self-Perceptions with Other Perceptions | |
| |
| |
| Summary | |
| |
| |
| Conclusions, and Preview | |
| |
| |
| |
| Developmental Supervision: An Introduction | |
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| |
| Case Study One | |
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| |
| Case Study Two | |
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| |
| Case Study Three | |
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| |
| Case Study Four | |
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| |
| Developmental Supervision | |
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| |
| Summary and a Look Ahead | |
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| |
| Directive Control Behaviors | |
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| Directive Continuum of Behaviors | |
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| |
| A History of Overreliance on Control | |
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| |
| Issues in Directive Control | |
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| |
| When to Use Directive Control Behaviors | |
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| |
| Moving from Directive Control Toward Directive Informational Behaviors | |
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| |
| Directive Informational Behaviors | |
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| |
| Directive Continuum of Behaviors | |
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| |
| Comparing Directive Control and Directive Informational Statements | |
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| |
| Issues in the Directive Informational Approach | |
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| |
| When to Use Directive Informational Behaviors | |
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| Moving from Directive Informational Toward Collaborative Behaviors | |
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| Collaborative Behaviors | |
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| Collaborative Continuum of Behaviors | |
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| Collaborative Behaviors with Groups | |
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| |
| Issues in Collaborative Supervision | |
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| |
| When to Use Collaborative Behaviors | |
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| |
| Moving from Collaborative Toward Nondirective Behaviors | |
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| Collaboration and Cooperation | |
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| |
| Nondirective Behaviors | |
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| |
| Nondirective Continuum of Behaviors | |
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| |
| Initiating Nondirective Supervision | |
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| Nondirective, Not Laissez Faire, Supervision | |
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| Issues with Nondirective Supervision | |
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| |
| When to Use Nondirective Behaviors | |
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| Nondirective Supervision, Teacher Collaboration | |