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| All Chapters conclude with Exercises | |
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| References and Suggested Readings | |
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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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| Practitioner Reflection: When is Collegiality Real? | |
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| Knowledge | |
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| The Norm: Why Schools Are as They Alre | |
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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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| 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 | |
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| 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 | |
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| Supervisory Platform as Related to Educational Philosophy | |
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| Checking Your Own Educational Philosophy and Supervisory Beliefs | |
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| What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? | |
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| The Authors' | |
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| Supervisory Platform | |
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| 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 | |
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| Comparing Self-Perceptions with Other Perceptions | |
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| Summary, Conclusions, and Preview | |
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| Developmental Supervision: An Introduction | |
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| Developmental Supervision | |
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| Summary and a Look Alhead | |
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| Directive Control Behaviors | |
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| Directive Continum 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 Continum of Behaviors | |
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| Comparing Directive Control and Directive Informational Statements | |
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| Issues in the Directive Informational Alpproach | |
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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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| Practitioner Reflection: The Lesson Plan (by Julie N. Diehl) | |
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| Collaborative Behaviors | |
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| Collaborative Continum 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 Continum 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 | |
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| Practitioner Reflection: A Nondirective Approach as I'm Developing (by Lynn M. Rasmussen) | |
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| Developmental Supervision: Theory and Practice | |
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| Rationale for Developmental Supervision | |
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| Applying Developmental Supervision | |
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| Not Algorithms, But Guideposts for Decisions | |
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| Technical Skills | |
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| Assessing and Planning Skills | |
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| Personal Plans | |
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| Assessing Time | |
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| Changing Time Allocations: Planning | |
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| Assessing and Planning within the Organization | |
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| Ways of Assessing Needs | |
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| Analyzing Organizational Needs | |
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| Planning | |
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| Models Combining Assessment and Planning | |
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| Strategic Planning | |
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| Planning: To What Extent? | |
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| Observing Skills | |
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| Formative Observation Instruments Are Not Summative Evaluation Instruments | |
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| Ways of Describing | |
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| Quantitative Observations | |
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| Quantitative and Qualitative Instruments | |
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| Qualitative Observations | |
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| Tailored Observation Systems | |
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| Types and Purposes of Observations | |
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| Further Cautions When Using Observations | |
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| Research and Evaluation Skills | |
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| Alternative Approaches to Research and Evaluation Judgments | |
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| Key Decisions in the Evaluation Process | |
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| Evidence of Program Outcomes | |
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| Overall Instructional Program Evaluation | |
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| Other Considerations for Evaluation | |
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| Teacher Evaluation | |
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| Technical Tasks Of Supervision | |
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| Direct Assistance to Teachers | |
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| Clinical Supervision | |
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| Comparing Clinical Supervision with Teacher Evaluation | |
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| Integrating Clinical Supervision and Developmental Supervision | |
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| Peer Coaching | |
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| Other Forms of Direct Alssistance | |
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| Establishing Procedures for Direct Alssistance | |
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| Developmental Considerations in Direct Alssistance | |
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| Group Development | |
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| Dimensions of an Effective Group | |
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| Group Member Roles | |
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| Applying Developmental Supervision of Groups | |
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| Dealing with Dysfunctional Members | |
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| Resolving Conflict | |
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| Preparing for Group Meetings | |
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| Procedures for Large-Group Involvement | |
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| Practitioner Reflection: Working Toward the Big Picture (by Susan Maxey) | |
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| Professional Development | |
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| Why the Need for Professional Development? | |
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| Characteristics of Successful Professional Development Programs | |
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| Integrating Schoolwide, Group, and Individual Professional Development | |
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| Alternative Professional Development Formats | |
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| Examples of Effective Professional Development Programs | |
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| Stages of Professional Development | |
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| Matching Professional Development to Teacher Characteristics | |
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| The Nuts and Bolts | |
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| Teachers as Objects or Agents in Professional Development | |
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| Practitioner Reflection: Professional Development as Time Will Spent (by Cheyl Granade Sullivan) | |
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| Curriculum Development | |
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| Sources of Curriculum Development | |
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| Teacher-Proof Curriculum | |
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| Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction | |
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| What Should Be the Purpose of the Curriculum? | |
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| What Should Be the Content of the Curriculum? | |
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| How Should the Curriculum Be Organized? | |
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| In What Format Should the Curriculum Be Written? | |
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| Curriculum Format as Reflective of Choice Given to Teachers | |
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| Relationship of Curriculum Purpose, Content, Organization, and Format | |
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| Levels of Teacher Involvement in Curriculum Development | |
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| Integrating Curriculum Format with Developers and Levels of Development | |
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| Matching Curriculum Development with Teacher Development | |
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| Action Research: The School as the Center of Inquiry | |
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| Action Research: The Concept | |
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| How Is Action Research Conducted? | |
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| A Developmental Approach to Action Research | |
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| Decisions about Action Research | |
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| Action Research: Vehicle for a Cause beyond Oneself | |
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| Examples of Action Research | |
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| Action Research Leagues | |
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| Shared Governance for Action Research | |
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| Examples of Shared Governance for Schoolwide Action Research | |
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| Suggestions for Action Research | |
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| Conclusion: Focus, Structure, and Time for Development | |
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| VICultural Tasks of Supervision | |
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| Facilitating Change | |
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| Chaos Theory | |
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| Postmodern Theory | |
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| Close to Home: Education Change Theory | |
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| Change at the Individual Level | |
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| Addressing Diversity | |
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| Achievement Gaps Among Economic, Racial, and Ethnic Groups | |
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| A Society or School Problem? | |
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| Cultural Clashes | |
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| Culturally Responsive Teaching | |
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| Culturally Responsive Schools | |
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| Gender Equity | |
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| Equity for Sexual Minorities | |
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| Overarching Patterns | |
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| Connecting the Technical Tasks of Supervision to Cultural Responsiveness | |
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| Building Community | |
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| Democratic Community | |
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| Moral Community | |
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| Professional Learning Community | |
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| Community of Inquiry | |
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| Engagement with the Larger Community | |
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| Five Attributes, One Community | |
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| Conclusion | |
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| What Is Your Educational Philosophy? | |
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| Review fo Interpersonal Behavior in Four Supervisory Appraoches | |
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| Name Index | |
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| Subject Index | |