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SuperVision and Instructional Leadership: A Developmental Approach, Sixth Edition

by Carl D. Glickman - Southwest Texas State University; Stephen P. Gordon - Southwest Texas State University; Jovita M. Ross-Gordon - Southwest Texas State University

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Preface, xvii
Part I. Introduction, 1
1. Supervision For Successful Schools, 3
SuperVision: A New Name for a New Paradigm, 6
Supervisory Glue as a Metaphor for Success, 9
Who Is Responsible for SuperVision?, 9
Organization of This Book, 11
Supervision and Moral Purpose, 12
Exercises, 13
References, 14
Suggested Readings, 15
Part II. Knowledge, 16
2. The Norm: Why Schools Are as They Are, 19
The Work Environment or Culture of Schools, 19
The Legacy of the One-Room Schoolhouse, 20
Blaming the Victim and Structural Strain, 31
Viewing School Culture in the Context of the Larger Culture, 33
To Qualify, Summarize, and Propose, 34
Exercises, 35
References, 37
Suggested Readings, 38
3. The Exception: What Schools Can Be, 39
Background to School Effectiveness Studies, 40
Early Effective Schools Research, 42
The Second Wave of Effective Schools Research, 43
Context Studies in Effective Schools Research, 43
Has Effective Schools Research Outlived Its Usefulness?, 45
The Legacy of Effective Schools Research, 46
From Effective Schools to School Improvement, 46
A Cause Beyond Oneself, 51
Connecting School Improvement to the Local Community and Larger Society, 52
What to Do with Successful Schools Research: Some Propositions, 54
Exercises, 55
References, 57
Suggested Readings, 58
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice, 60
Adults as Learners, 61
Adult and Teacher Development, 68
Developmental Theories of Motivation and Teacher Development, 88
Development: Ebb and Flow, 92
Influences on Teacher Development, 93
Propositions, 95
Exercises, 96
References, 98
Suggested Readings, 103
5. Reflections on Schools, Teaching, and SuperVision, 105
Effective Teaching Research: A Historical Perspective, 106
Cautions Concerning Effective Teaching Research, 107
The Coast of Britain, 108
Effective and Good Schools: The Same?, 109
Changing Views: New Emphasis on Constructivist Teaching and Learning, 110
Instructional Improvement and Effective Teaching, 112
Beliefs about Education, 113
Supervision Beliefs, 114
Supervisory Platform as Related to Educational Philosophy, 116
Checking Your Own Educational Philosophy and Supervisory Beliefs, 119
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?, 123
The Authors' Supervisory Platform, 123
Summary, Conclusions, and Propositions, 124
Exercises, 125
Endnote, 126
References, 127
Suggested Readings, 128
Part III. Interpersonal Skills, 129
6. Supervisory Behavior Continuum: Know Thyself, 131
Outcomes of Conference, 134
Valid Assessment of Self, 134
Johari Window, 135
Cognitive Dissonance, 137
Comparing Self-Perceptions with Other's Perceptions, 139
Summary, Conclusions, and Preview, 141
Exercises, 142
References, 143
7. Developmental Supervision: An Introduction, 144
Case Study One, 144
Case Study Two, 146
Case Study Three, 148
Case Study Four, 150
Developmental Supervision, 152
Summary and a Look Ahead, 154
8. Directive Control Behaviors, 155
Directive Control Continuum of Behaviors, 156
A History of Overreliance on Control, 160
Issues in Directive Control, 160
When to Use Directive Control Behaviors, 162
Moving from Directive Control toward Directive Informational Behaviors, 163
Summary, 163
Exercises, 164
References, 165
Suggested Readings, 166
9. Directive Informational Behaviors, 167
Directive Informational Continuum of Behaviors, 168
Comparing Directive Control and Directive Informational Statements, 169
Issues in the Directive Informational Approach, 172
When to Use Directive Informational Behaviors, 173
Moving from Directive Informational toward Collaborative Behaviors, 174
Summary, 174
Exercises, 175
References, 176
Suggested Readings, 176
10. Collaborative Behaviors, 177
Collaborative Continuum of Behaviors, 178
Issues in Collaborative Supervision, 182
When to Use Collaborative Behaviors, 184
Moving from Collaborative toward Nondirective Behaviors, 185
Collaboration and Cooperation, 185
Summary, 185
Exercises, 186
References, 187
Suggested Readings, 188
11. Nondirective Behaviors, 189
Nondirective Continuum of Behaviors, 190
Initiating Nondirective Supervision, 195
Nondirective, Not Laissez Faire, Supervision, 196
Issues with Nondirective Supervision, 196
When to Use Nondirective Behaviors, 198
Nondirective Supervision, Teacher Collaboration, 199
Summary, 200
Exercises, 200
References, 202
Suggested Readings, 202
12. Developmental Supervision: Theory and Practice, 203
Rationale for Developmental Supervision, 203
Applying Developmental Supervision, 209
Not Algorithms, But Guideposts for Decisions, 216
Summary, 216
Exercises, 217
References, 218
Suggested Readings, 220
Part IV. Technical Skills, 221
13. Assessing and Planning Skills, 223
Personal Plans, 224
Assessing Time, 225
Assessing and Planning within the Organization, 230
Ways of Assessing Need, 230
Analyzing Organizational Needs, 235
Planning, 239
Models Combining Assessment and Planning, 248
Planning: To What Extent?, 252
Summary, 253
Exercises, 253
References, 254
Suggested Readings, 255
14. Observing Skills, 256
Formative Observation Instruments Are Not Summative Evaluation Instruments, 258
Ways of Describing, 259
Quantitative Observations, 260
Quantitative and Qualitative Instruments, 266
Qualitative Observations, 270
Tailored Observation Systems, 278
Types and Purposes of Observation, 278
Further Cautions When Using Observations, 280
Summary, 282
Exercises, 282
References, 283
Suggested Readings, 284
15. Research and Evaluation Skills, 285
Alternative Approaches to Research and Evaluation, 286
Judgments, 291
Evaluating Specific Instructional Programs, 292
Key Decisions in the Program Evaluation Process, 294
Evidence of Program Outcomes, 296
Multiple Sources and Methods, 297
Overall Instructional Program Evaluation, 299
Other Considerations for Program Evaluation, 304
Teacher Evaluation, 310
Summary, 316
Exercises, 316
References, 318
Suggested Readings, 320
Part V. Tasks of SuperVision, 321
16. Direct Assistance to Teachers, 323
Clinical Supervision, 323
Comparing Clinical Supervision with Teacher Evaluation, 328
Integrating Clinical Supervision and Developmental Supervision, 329
Peer Coaching, 329
Other Forms of Direct Assistance, 335
Establishing Procedures for Direct Assistance, 336
Summary, 337
Exercises, 338
References, 339
Suggested Readings, 341
17. Group Development, 342
Dimensions of an Effective Group, 343
Group Member Roles, 344
Changing Group Leadership Style, 348
Applying Developmental Supervision to Groups, 351
Dealing with Dysfunctional Members, 353
Resolving Conflict, 354
Preparing for Group Meetings, 358
Procedures for Large-Group Involvement, 362
Summary, 365
Exercises, 366
References, 367
Suggested Readings, 368
18. Professional Development, 369
Why the Need for Professional Development?, 370
Characteristics of Successful Professional Development Programs, 372
Integrating Schoolwide, Group, and Individual Professional Development, 374
Alternative Professional Development Formats, 375
Examples of Effective Professional Development Programs, 376
Stages of Professional Development, 384
Matching Professional Development to Teacher Characteristics, 385
The Nuts and Bolts, 389
Teachers as Objects or Agents in Professional Development, 391
Summary, 393
Exercises, 393
Endnote, 395
References, 395
Suggested Readings, 397
19. Curriculum Development, 398
Sources of Curriculum Development, 400
Teacher-Proof Curriculum, 401
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction, 403
What Should Be the Purpose of the Curriculum?, 406
What Should Be the Content of the Curriculum?, 406
How Should the Curriculum Be Organized?, 408
In What Format Should the Curriculum Be Written?, 409
Curriculum Format as Reflective of Choice Given to Teachers, 413
Relationship of Curriculum Purpose, Content, Organization, and Format, 415
Levels of Teacher Involvement in Curriculum Development, 415
Integrating Curriculum Format with Developers and Levels of Development, 418
Matching Curriculum Development with Teacher Development, 419
Summary, 422
Exercises, 422
References, 424
Suggested Readings, 426
20. Action Research: The School as the Center of Inquiry, 427
Action Research: The Concept, 428
How Is Action Research Conducted?, 429
A Developmental Approach to Action Research, 430
Decisions about Action Research, 431
Action Research: Vehicle for a Cause beyond Oneself, 433
Examples of Action Research, 435
Action Research Leagues, 436
Shared Governance for Action Research, 437
Suggestions for Assisting Action Research, 444
Conclusion: Focus, Structure, and Time for Development, 445
Exercises, 446
References, 447
Suggested Readings, 448
Part VI. Function of SuperVision, 449
21. SuperVision, Change, and School Success, 451
Assumptions about Change, 452
Change from the Teacher's View, 453
Chaos Theory and Change, 454
Chaos Theory Applied to School Change, 457
Implications of Chaos Theory at the Classroom Level, 459
Creating a Culture for Change, 461
Changing the Conditions of Teaching, 462
The Role of SuperVision and Supervisor in School Improvement, 463
What Is School Success?, 464
Exercises, 465
References, 466
Suggested Readings, 467
22. Supervision for What? Democracy and the Good School, 468
Reform around Purpose, 469
The Good School and Moral Principles, 471
Priorities, 475
Using Supervision to Promote the Good School, 475
Conclusion, 476
References, 476
Suggested Readings, 477
Appendix A. What Is Your Educational Philosophy?, 478
Instructions, 478
Scoring the Test, 481
Implications, 482
Appendix B. Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches, 483
B1: Directions for All Skill Practices, 483
B2: Directive Control Skill Practice, 485
B3: Directive Informational Skill Practice, 486
B4: Collaborative Skill Practice, 487
B5: Nondirective Skill Practice, 488
Appendix C. Assessing School-Based Supervisory Practices for Promoting Instructional Improvement, 490
Inside Front Cover, FrontCover
Name Index, I-1-1
Subject Index, I-2-1

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