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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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The Agony of Thought and Feeling | |
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Knowledge | |
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The Norm: Why Schools 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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Blaming the Victim and Structural Strain | |
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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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Summary | |
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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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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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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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Summary, Conclusions, and Preview | |
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Developmental Supervision: An Introduction | |
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Case Study One | |
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Case Study Two. </ | |