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| Preface | |
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| Overview | |
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| Overview | |
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| Objectives | |
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| The Nature of Clinical Supervision | |
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| Author's Note | |
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| Introduction | |
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| The Pitfalls of Teacher Supervision | |
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| Teacher Resistance to Evaluation | |
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| Communication Patterns in Supervision | |
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| Finding Time for Supervision | |
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| A Model of Clinical Supervision | |
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| The Processes of Clinical Supervision | |
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| The Goals of Clinical Supervision | |
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| Other Models of Clinical Supervision | |
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| Other Types of Teacher Supervision | |
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| Counseling | |
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| Curriculum Support | |
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| A Note of Caution | |
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| The Role of Clinical Supervisor | |
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| Research on Clinical Supervision | |
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| Case Study Research on Supervision | |
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| Teacher Attitudes toward Supervision | |
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| A Theoretical Basis for Clinical Supervision | |
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| The Theory of Reflective Practice | |
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| Notes | |
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| The Contexts and Uses of Clinical Supervision | |
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| Overview | |
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| Objectives | |
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| Using Clinical Supervision to Promote Teacher Development | |
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| Author's Note | |
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| Introduction | |
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| Helping Teachers Develop as Professionals | |
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| Models of Teacher Development | |
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| Leithwood's Multidimensional Model | |
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| Berliner's Model of Instructional Expertise | |
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| Fuller's Model of Teacher Concerns | |
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| Types of Teacher Development Programs | |
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| Standards-Based Teacher Development | |
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| Philosophy of the National Board for Professional Teaching Standards | |
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| National Board Certificates and Assessments | |
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| Benefits of National Board Certification | |
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| Sharing Responsibility for Teacher Development | |
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| School Principals | |
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| Other Administrators | |
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| Teachers | |
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| Department Heads | |
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| Training for New Roles | |
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| Students | |
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| Self-analysis | |
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| Organizational Structures and Teacher Development | |
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| Some Examples of Organizational Forms | |
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| Effect of Organizational Structure on the Role of Supervisor | |
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| Professional Development Schools | |
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| Notes | |
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| Using Clinical Supervision to Promote Effective Teaching | |
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| Author's Note | |
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| Introduction | |
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| Effective Teaching of Academic Knowledge and Skills | |
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| Nine Teacher Characteristics Associated with Gains in Student Academic Achievement | |
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| Direct and Indirect Teaching | |
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| The Explicit Teaching Model | |
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| Effective Teaching of Thinking Skills | |
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| Effective Use of Time in Teaching | |
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| Generic Guidelines for Good Teaching | |
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| Effective Development of Student Attitudes and Motivation to Learn | |
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| Teacher Effectiveness in Responding to Student Diversity | |
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| Effective Teaching of Students Who Differ in Achievement Level | |
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| Effective Teaching of Ethnically and Racially Different Students | |
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| Effective Teaching of Male and Female Students | |
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| Effective Teaching in Response to Individual Students' Interests and Needs | |
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| Effective Classroom Management | |
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| Effective Planning and Decision Making | |
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| Effective Implementation of Curriculum Change | |
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| A Definition of Effective Teaching | |
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| Notes | |
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| Using Clinical Supervision in Teacher Evaluation | |
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| Author's Note | |
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| Introduction | |
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| The Tension between Accountability and Professional Growth | |
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| The Threat of Evaluation | |
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| Consistency of Evaluation with Components of Clinical Supervision | |
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| Clinical Supervision and Teacher Evaluation | |
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| District Standards | |
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| Job Descriptions | |
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| Performance Goals | |
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| Formal Evaluations | |
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| Plans of Assistance | |
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| Postevaluation Conferences | |
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| Postdismissal Activities | |
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| Conclusion | |
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| Notes | |
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| Peer Consultation | |
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| Author's Note | |
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| Introduction | |
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| Peer Coaching toward Technical Proficiency | |
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| Peer Consultation toward Critical Reflection | |
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| Conclusions from Comparative Analysis | |
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| Continuum Relating Peer Consultation Types to Other Educational Factors | |
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| The Nature of Peer Consultation in Practice | |
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| Why Did Teachers Choose to Become Involved? | |
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| Inservice Preparation for Peer Consulting | |
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| Peer Consulting: What Is It, Really? | |
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| Notes | |
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| Conferencing Techniques | |
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| Overview | |
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| Objectives | |
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| Styles of Interpersonal Communication in Clinical Supervision | |
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| Author's Note | |
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| Introduction | |
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| Listen More, Talk Less | |
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| Acknowledge, Paraphrase, and Use What the Teacher Is Saying | |
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| Ask Clarifying Questions | |
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| Give Specific Praise for Teacher Performance and Growth | |
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| Avoid Giving Direct Advice | |
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| Provide Verbal Support | |
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| Acknowledge and Use What the Person Is Feeling | |
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| Counseling | |
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| Management | |
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| Notes | |
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| The Planning Conference | |
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| Author's Note | |
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| Intorduction | |
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| Identify the Teacher's Concerns about Instruction | |
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| Translate the Teacher's Concerns into Observable Behaviors | |
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| Identify Procedures for Improving the Teacher's Instruction | |
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| Assist the Teacher in Setting Self-Improvement Goals | |
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| Arrange a Time for Classroom Observation | |
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| Select an Observation Instrument and Behaviors to be Recorded | |
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| Clarify the Instructional Context in Which Data will be Recorded | |
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| Notes | |
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| The Feedback Conference | |
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| Author's Note | |
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| Introduction | |
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| Provide the Teacher with Feedback Using Objective Observational Data | |
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| Elicit the Teacher's Inferences, Opinions, and Emotions | |
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| Encourage the Teacher to Consider Alternative Methods and Explanations | |
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| Provide the Teacher with Opportunities for Practice and Comparison | |
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| Summary of Steps in a Feedback Conference | |
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| Notes | |
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| Classroom Observation Techniques | |
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| Overview | |
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| Objectives | |
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| Summary of Methods for Observing Effective Teaching Practices | |
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| Selective Verbatim | |
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| Author's Note | |
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| Introduction | |
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| Advantages of Selective Verbatim | |
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| Drawbacks of Selective Verbatim | |
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| Transcribing Teacher Questions | |
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| Technique | |
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| Data Analysis | |
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| Transcribing Constructivist Dialogue | |
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| Technique | |
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| Data Analysis | |
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| Transcribing Teacher Feedback | |
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| Technique | |
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| Data Analysis | |
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| Transcribing Teacher Structuring Statements | |
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| Technique | |
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| Data Analysis | |
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| Transcribing Classroom Management Statements | |
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| Notes | |
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| Seating Chart Observation Records | |
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| Author's Note | |
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| Introduction | |
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| At-Task Behavior | |
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| Technique | |
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| Example | |
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| Data Analysis | |
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| Verbal Flow | |
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| Technique | |
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| Example | |
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| Data Analysis | |
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| Movement Patterns | |
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| Technique | |
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| Example | |
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| Data Analysis | |
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| Notes | |
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| Wide-Lens Techniques | |
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| Author's Note | |
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| Introduction | |
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| Anecdotal Records and Script Taping | |
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| Technique | |
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| Example | |
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| Video and Audio Recordings | |
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| Technique | |
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| Example | |
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| Journal Writing | |
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| Technique | |
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| Example | |
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| Portfolios | |
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| Work Samples | |
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| Technique | |
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| Example | |
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| Notes | |
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| Checklists, Rating Scales, and Timeline Coding | |
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| Author's Note | |
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| Introduction | |
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| Student Rating Scales | |
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| Pupil Observation Survey Report | |
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| Other Student Rating Scales | |
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| Observer-Administered Checklists | |
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| Questioning Behaviors | |
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| Expository Behaviors | |
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| Constructivist Teaching Methods | |
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| Methods for Accommodating Student Diversity | |
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| Teacher Evaluation Rating Scales | |
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| The Flanders Interaction Analysis System | |
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| Categories of Verbal Interaction | |
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| Timeline Coding Procedures | |
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| The Stallings Observation System | |
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| Snapshot Data | |
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| Five-Minute Interaction | |
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| Notes | |
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| Name Index | |
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| Subject Index | |