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| All chapters conclude with Exercises, References, and Suggested Readings | |
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| Introduction | |
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| SuperVision for Successful Schools. SuperVision: A New Name for a New Paradigm. Supervisory Glue as a Metaphor for Success. Who Is Responsible for SuperVision? Organization of This Book. Supervision and Moral Purpose. Practitioner Reflection: When is Collegiality Real | |
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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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| Viewing School Culture in the Context of the Larger Culture | |
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| To Qualify, Summarize, and Propose | |
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| Practitioner Reflection: Peace as a New Environmental | |
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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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| Connecting School Improvement to the Local Community and Larger Society | |
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| What to Do with Successful Schools Research: Some Propositions | |
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| Practitioner Reflection: A Case for Engaging in school improvement Initiatives | |
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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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| Influences on Teacher Development | |
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| Propositions | |
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| Practitioner Reflection: Adult Learning for Student Learning | |
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| Reflections on Schools, Teaching, and Supervision | |
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| Effective Teaching Research: A Historical Perspective | |
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| Cautions Concerning Effective Teaching Research | |
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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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| The Authors' Supervisory Platform | |
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| Summary, Conclusions, and Propositions | |
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| Practitioner Reflection: Supervisory Platform: Whats Your Story? | |
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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 with Other Perceptions. Summary, Conclusions, and Preview | |
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| Practitioner Reflection: Re-Rooting | |
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| Developmental Supervision: An Introduction | |
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| Case Study 1 | |
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| Case Study 2 | |
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| Case Study 3 | |
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| Case Study 4 | |
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| Developmental Supervision | |
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| Summary and a Look Ahead | |
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| Practitioner Reflection | |
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| Directive Control Behaviors | |
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| Directive Continum of 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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| Practitioner Reflection: Directive Control Behaviors When other Leadership Styles Havent Made and Impact | |
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| Directive Informational Behaviors | |
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| Directive Continum of Behaviors | |
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| Comparing Directive Control and Directive In | |