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| About the Authors | |
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| Preface | |
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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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| Supervision and Moral Purpose | |
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| Organization of This Book | |
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| Reflective Exercise | |
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| Knowledge | |
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| The Norm: Why Traditional Schools | |
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| 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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| Cultures within Cultures | |
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| Blaming the Victim and Structural Strain | |
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| Reflective Exercise | |
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| The Dynamic School | |
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| Shared Leadership, Collegiality, and Collaboration | |
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| A Cause beyond Oneself | |
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| Professional Development | |
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| Positive Learning Climate | |
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| Authentic Curriculum, Instruction, and Assessment | |
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| Democracy | |
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| Inquiry | |
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| Cultural Responsiveness | |
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| Partnerships and Networks | |
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| Reflective Exercise | |
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| Adult and Teacher Development within | |
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| the Context of the School | |
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| Adults as Learners | |
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| Adult and Teacher Development | |
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| Development: Ebb and Flow | |
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| Reflective Exercise | |
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| Reflections on Educational Beliefs, Teaching, and Supervision | |
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| Instructional Goals and Effective Teaching | |
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| Expert Teachers | |
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| Beliefs about Education | |
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| Supervisory Beliefs | |
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| Supervisory Platform as Related to Educational Philosophy | |
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| Checking Your Own Supervisory Beliefs | |
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| What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? | |
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| Reflective Exercise | |
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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 | |
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| with Others' Perceptions | |
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| Comparing Self-Perceptions to Recorded Behaviors | |
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| 360-Degree Feedback | |
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| Reflective Exercise | |
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| Directive Control 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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| Reflective Exercise | |
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| Directive Informational 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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| Reflective Exercise | |
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| Collaborative Behaviors | |
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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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| Reflective Exercise | |
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| Nondirective 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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| Reflective Exercise | |
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| Developmental Supervision | |
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| Choosing the Best Approach | |
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| Applying the Chosen Approach | |
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| Fostering Teacher Development | |
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| Not Algorithms, but Guideposts for Decisions | |
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| Case Studies on Developmental Supervision | |
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| Reflective Exercise | |
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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 Need | |
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| Analyzing Organizational Needs | |
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| Planning | |
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| Cautions Concerning Planning | |
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| Reflective Exercise | |
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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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| Qualitative Observations | |
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| Tailored Observation Systems | |
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| Types and Purposes of Observation | |
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| Technology-Enhanced Observation | |
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| Collaborative Walkthroughs | |
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| Cautions Concerning Observations | |
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| Reflective Exercise | |
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| Evaluation Skills | |
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| The Intersection of Instructional Supervision and Program Evaluation | |
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| Judgments | |
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| Key Decisions in the Program Evaluation Process | |
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| Overall Instructional Program Evaluation | |
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| Program Evaluation and Teacher Empowerment | |
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| Teacher Evaluation | |
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| Teacher Self-Evaluation | |
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| Reflective Exercise | |
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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 Summative 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 Assistance | |
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| Beyond Technical Assistance: Improving Classroom Culture | |
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| Reflective Exercise | |
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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 to 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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| Establishing Ground Rules | |
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| Collaborative Groups and School Improvement | |
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| Dialogue: An Alternative Group Process | |
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| Reflective Exercise | |
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| 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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| Evaluating Professional Development Programs | |
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| Teachers as Objects or Agents in Professional Development | |
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| Reflective Exercise | |
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| Curriculum Development | |
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| Sources of Curriculum Development | |
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| Legislated Learning | |
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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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| The Curriculum and Cultural Diversity | |
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| Reflective Exercise | |
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| Action Research: The School as the Center of Inquiry | |
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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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| Characteristics of Successful Action Research | |
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| Example of Action Research | |
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| Expanding Boundaries: Alternative Approaches to Action Research | |
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| Shared Governance for Action Research | |
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| Premises | |
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| Suggestions for Assisting Action Research | |
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| Conclusion: Focus, Structure, and Time for Development | |
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| Reflective Exercise | |
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| Cultural 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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| Education Change Theory | |
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| Change at the Individual Level | |
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| Changing the Conditions of Teaching | |
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| Reflective Exercise | |
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| Addressing Diversity | |
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| Achievement Gaps among Economic, Racial, and Ethnic Groups | |
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| A Societal or a 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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| Reflective Exercise | |
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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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| Reflective Exercise | |
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| Educational Philosophy? Q Sort* | |
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| Review of Interpersonal Behavior in Four Supervisory Approaches | |
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| References | |
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| Name Index | |
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| Subject Index | |