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SuperVision and Instructional Leadership A Developmental Approach

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ISBN-10: 0132852136

ISBN-13: 9780132852135

Edition: 9th 2014

Authors: Carl D. Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon

List price: $199.33
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This leading text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective…    
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Book details

List price: $199.33
Edition: 9th
Copyright year: 2014
Publisher: Pearson Education
Publication date: 1/29/2013
Binding: Hardcover
Pages: 480
Size: 7.75" wide x 9.50" long x 0.75" tall
Weight: 2.024
Language: English

About the Authors
SuperVision for Successful Schools
SuperVision: A New Name for a New Paradigm
Supervisory Glue as a Metaphor for Success
Who Is Responsible for Supervision?
Supervision and Moral Purpose
Organization of This Book
Reflective Exercise
The Norm: Why Traditional Schools
Are as They Are
The Work Environment or Culture of Schools
The Legacy of the One-Room Schoolhouse
Cultures within Cultures
Blaming the Victim and Structural Strain
Reflective Exercise
The Dynamic School
Shared Leadership, Collegiality, and Collaboration
A Cause beyond Oneself
Professional Development
Positive Learning Climate
Authentic Curriculum, Instruction, and Assessment
Cultural Responsiveness
Partnerships and Networks
Reflective Exercise
Adult and Teacher Development within
the Context of the School
Adults as Learners
Adult and Teacher Development
Development: Ebb and Flow
Reflective Exercise
Reflections on Educational Beliefs, Teaching, and Supervision
Instructional Goals and Effective Teaching
Expert Teachers
Beliefs about Education
Supervisory Beliefs
Supervisory Platform as Related to Educational Philosophy
Checking Your Own Supervisory Beliefs
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
Reflective Exercise
Interpersonal Skills
Supervisory Behavior Continuum: Know Thyself
Outcomes of Conference
Valid Assessment of Self
Johari Window
Cognitive Dissonance
Comparing Self-Perceptions
with Others' Perceptions
Comparing Self-Perceptions to Recorded Behaviors
360-Degree Feedback
Reflective Exercise
Directive Control Behaviors
A History of Overreliance on Control
Issues in Directive Control
When to Use Directive Control Behaviors
Moving from Directive Control toward Directive Informational Behaviors
Reflective Exercise
Directive Informational Behaviors
Comparing Directive Control and Directive Informational Statements
Issues in the Directive Informational Approach
When to Use Directive Informational Behaviors
Moving from Directive Informational toward Collaborative Behaviors
Reflective Exercise
Collaborative Behaviors
Issues in Collaborative Supervision
When to Use Collaborative Behaviors
Moving from Collaborative toward Nondirective Behaviors
Reflective Exercise
Nondirective Behaviors
Initiating Nondirective Supervision
Nondirective, Not Laissez-Faire, Supervision
Issues with Nondirective Supervision
When to Use Nondirective Behaviors
Nondirective Supervision, Teacher Collaboration
Reflective Exercise
Developmental Supervision
Choosing the Best Approach
Applying the Chosen Approach
Fostering Teacher Development
Not Algorithms, but Guideposts for Decisions
Case Studies on Developmental Supervision
Reflective Exercise
Technical Skills
Assessing and Planning Skills
Personal Plans
Assessing Time
Changing Time Allocations: Planning
Assessing and Planning within the Organization
Ways of Assessing Need
Analyzing Organizational Needs
Cautions Concerning Planning
Reflective Exercise
Observing Skills
Formative Observation Instruments Are Not Summative Evaluation Instruments
Ways of Describing
Quantitative Observations
Qualitative Observations
Tailored Observation Systems
Types and Purposes of Observation
Technology-Enhanced Observation
Collaborative Walkthroughs
Cautions Concerning Observations
Reflective Exercise
Evaluation Skills
The Intersection of Instructional Supervision and Program Evaluation
Key Decisions in the Program Evaluation Process
Overall Instructional Program Evaluation
Program Evaluation and Teacher Empowerment
Teacher Evaluation
Teacher Self-Evaluation
Reflective Exercise
Technical Tasks of Supervision
Direct Assistance to Teachers
Clinical Supervision
Comparing Clinical Supervision with Teacher Summative Evaluation
Integrating Clinical Supervision and Developmental Supervision
Peer Coaching
Other Forms of Direct Assistance
Beyond Technical Assistance: Improving Classroom Culture
Reflective Exercise
Group Development
Dimensions of an Effective Group
Group Member Roles
Applying Developmental Supervision to Groups
Dealing with Dysfunctional Members
Resolving Conflict
Preparing for Group Meetings
Establishing Ground Rules
Collaborative Groups and School Improvement
Dialogue: An Alternative Group Process
Reflective Exercise
Professional Development
Characteristics of Successful Professional Development Programs
Integrating Schoolwide, Group, and Individual Professional Development
Alternative Professional Development Formats
Examples of Effective Professional Development Programs
Stages of Professional Development
Evaluating Professional Development Programs
Teachers as Objects or Agents in Professional Development
Reflective Exercise
Curriculum Development
Sources of Curriculum Development
Legislated Learning
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction
What Should Be the Purpose of the Curriculum?
What Should Be the Content of the Curriculum?
How Should the Curriculum Be Organized?
In What Format Should the Curriculum Be Written?
Curriculum Format as Reflective of Choice Given to Teachers
Relationship of Curriculum Purpose, Content, Organization, and Format
Levels of Teacher Involvement in Curriculum Development
Integrating Curriculum Format with Developers and Levels of Development
Matching Curriculum Development with Teacher Development
The Curriculum and Cultural Diversity
Reflective Exercise
Action Research: The School as the Center of Inquiry
How Is Action Research Conducted?
A Developmental Approach to Action Research
Decisions about Action Research
Action Research: Vehicle for a Cause beyond Oneself
Characteristics of Successful Action Research
Example of Action Research
Expanding Boundaries: Alternative Approaches to Action Research
Shared Governance for Action Research
Suggestions for Assisting Action Research
Conclusion: Focus, Structure, and Time for Development
Reflective Exercise
Cultural Tasks of SuperVision
Facilitating Change
Chaos Theory
Postmodern Theory
Education Change Theory
Change at the Individual Level
Changing the Conditions of Teaching
Reflective Exercise
Addressing Diversity
Achievement Gaps among Economic, Racial, and Ethnic Groups
A Societal or a School Problem?
Cultural Clashes
Culturally Responsive Teaching
Culturally Responsive Schools
Gender Equity
Equity for Sexual Minorities
Overarching Patterns
Connecting the Technical Tasks of Supervision to Cultural Responsiveness
Reflective Exercise
Building Community
Democratic Community
Moral Community
Professional Learning Community
Community of Inquiry
Engagement with the Larger Community
Five Attributes, One Community
Reflective Exercise
Educational Philosophy? Q Sort*
Review of Interpersonal Behavior in Four Supervisory Approaches
Name Index
Subject Index