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| Introduction--Overcoming Legal and Contractual Obstacles | |
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| Supervision: A Legal Perspective | |
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| Notice, Assistance, and Time To Improve | |
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| Rank and Rights | |
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| Effective Supervision: A Response to Litigation | |
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| Remediable versus Irremediable Behavior | |
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| Supervision in the Courts | |
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| Case Studies in Clarity, Compliance, Consistency, and Continuity | |
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| Conclusion | |
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| Theory into Practice Activities | |
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| An Overview of the Differentiated Supervision Process | |
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| Differentiated Supervision | |
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| Taking Supervision Seriously | |
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| Who Should Supervise Teachers | |
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| What Should Be Supervised | |
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| Job Descriptions and Orientation | |
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| Conclusion | |
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| Theory into Practice Activities | |
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| The Trait Model: Describing the Exemplary Teacher | |
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| Model Traits of the Exemplary Teacher | |
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| The Method | |
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| Pros and Cons of the Trait Model | |
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| Evaluating with the Trait Model: A Legal Perspective | |
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| Theory into Practice Activities | |
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| The Teaching Process Model | |
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| Bloom's Taxonomy | |
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| Motivation | |
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| Data Collection for the Teaching Process Model | |
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| Teachers Most Likely To Benefit from This Model | |
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| The Postconference: Sharing the Process and Data Collected with the Teacher | |
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| Pros and Cons of the Teaching Process Model | |
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| The Process Model: A Legal Perspective | |
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| Theory into Practice Activities | |
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| The Instructional Objectives Model | |
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| Check for Understanding | |
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| The Supervisor's Role | |
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| The Preconference | |
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| The Observation | |
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| The Postconference | |
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| Data Collection | |
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| Sharing Data with the Teacher | |
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| Teachers Most Likely To Benefit from This Model | |
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| Pros and Cons of the Instructional Objectives Model | |
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| The Instructional Objectives Model: A Legal Perspective | |
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| States Linking Teacher and Student Performance | |
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| Theory into Practice Activities | |
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| The Teacher Performance Objectives Model | |
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| Remedial Examples | |
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| Growth Opportunities | |
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| The Method | |
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| Teachers Most Likely To Benefit from This Model | |
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| Pros and Cons of the Performance Objectives Model | |
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| The Performance Objectives Model: A Legal Perspective | |
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| Theory into Practice Activities | |
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| Peer Supervision | |
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| The Method | |
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| Teachers Most Likely To Benefit from This Model | |
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| Pros and Cons of Peer Supervision | |
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| Peer Supervision: A Legal Perspective | |
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| Theory into Practice Activities | |
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| Client Supervision | |
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| Methods for Determining Parent Perceptions | |
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| Conferencing | |
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| Phone Conference Dialogue | |
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| A Word about Parental Involvement | |
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| Parent Surveying | |
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| Report Carding | |
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| Student Supervision | |
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| Student Surveys | |
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| A Word of Caution Concerning Survey Use | |
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| Teachers Who Would Benefit from Parent and Student Supervision | |
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| Pros and Cons of Client Supervision | |
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| Client Supervision: A Legal Perspective | |
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| Theory into Practice Activities | |
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| Forms for Client Supervision | |
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| Self-Supervision: The Professional Portfolio Model | |
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| Portfolio Self-Supervision: Model | |
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| The Method | |
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| Teachers Most Likely To Benefit from This Model | |
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| Pros and Cons of Portfolio Self-Supervision | |
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| Portfolio Self-Supervision: A Legal Perspective | |
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| Theory into Practice Activities | |
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| Combining Models | |
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| Differentiating Supervision | |
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| Monitoring the Effectiveness of the Supervision Process | |
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| Conferencing | |
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| Combining Supervision Models: A Legal Perspective | |
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| Theory into Practice Activities | |
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| Supervising Certified Nonteaching Staff | |
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| Supervising the Guidance Counselor | |
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| The Issue of Confidentiality | |
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| Supervising the School Psychologist | |
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| Supervising the School Nurse | |
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| Supervising the Media Specialist | |
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| Supervising Subject Area Specialists | |
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| Theory into Practice Activities | |
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| Supervising Extracurricular Staff and Programs | |
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| Athletic Staff and Programs | |
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| The Method | |
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| Performance Groups and Programs | |
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| Publication Advisors and Programs | |
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| General Activity Advisors and Programs | |
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| Conclusion | |
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| Theory into Practice Activities | |
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| Supervising Preservice and Substitute Teachers | |
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| Preservice Supervision | |
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| Screening Potential Student Teachers | |
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| Screening Cooperating Teachers | |
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| Supervising Student Teachers | |
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| Supervising Student Teachers: A Legal Perspective | |
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| Screening Substitute Teachers | |
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| Supervising Substitute Teachers | |
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| Supervising Substitute Teachers: A Legal Perspective | |
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| Theory into Practice Activities | |
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| Supervising Administrators | |
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| Who Should Supervise Administrators | |
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| What Should Be Supervised | |
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| How Should Principals Be Supervised | |
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| Administrative Supervision: A Legal Perspective | |
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| Theory into Practice Activities | |
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| Supervising Noncertified Employees | |
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| The Job Description | |
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| The Importance of Contract and Consistency | |
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| Theory into Practice Activities | |
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| Job Descriptions | |
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| Afterword | |
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| Table of Cases | |
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| Index | |