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Related Titles, IFC-1
Copyright, ii
Preface, xv
Part One. Introduction, 1
1. SuperVision for Successful Schools, 3
SuperVision: A New Name for a New Paradigm, 6
Supervisory Glue as a Metaphor for Success, 8
Who Is Responsible for Supervision?, 9
Organization of This Book, 10
Supervision and Moral Purpose, 12
Practitioner Reflection: When Is Collegiality Real? (by Edward F. Tobia), 13
Exercises, 14
References, 16
Suggested Readings, 16
Part Two. Knowledge, 17
2. The Norm: Why Schools Are as They Are, 19
The Work Environment or Culture of Schools, 20
The Legacy of the One-Room Schoolhouse, 21
Blaming the Victim and Structural Strain, 31
Viewing School Culture in the Context of the Larger Culture, 31
Summary, 32
Exercises, 33
References, 34
Suggested Readings, 36
3. The Exception: What Schools Can Be, 37
Early Effective Schools Research, 38
The Second Wave of Effective Schools Research, 39
Context Studies in Effective Schools Research, 39
Has Effective Schools Research Outlived Its Usefulness?, 40
The Legacy of Effective Schools Research, 41
From Effective Schools to School Improvement, 41
A Cause beyond Oneself, 43
Connecting School Improvement to the Local Community and Larger Society, 43
Summary, 45
Exercises, 45
References, 46
Suggested Readings, 48
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice, 49
Adults as Learners, 50
Adult and Teacher Development, 60
Development: Ebb and Flow, 79
Exercises, 80
References, 81
Suggested Readings, 88
5. Reflections on Schools, Teaching, and SuperVision, 89
The Coast of Britain, 90
Effective and Good Schools: The Same?, 91
Instructional Improvement and Effective Teaching, 92
Beliefs about Education, 93
Supervisory Beliefs, 95
Supervisory Platform as Related to Educational Philosophy, 96
Checking Your Own Supervisory Beliefs, 100
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?, 103
Exercises, 105
References, 107
Suggested Readings, 107
Part Three. Interpersonal Skills, 109
6. Supervisory Behavior Continuum: Know Thyself, 111
Outcomes of Conference, 114
Valid Assessment of Self, 115
Johari Window, 116
Cognitive Dissonance, 117
Comparing Self-Perceptions with Others’ Perceptions, 118
Comparing Self-Perceptions to Recorded Behaviors, 120
Summary, 121
Exercises, 122
References, 123
Suggested Readings, 123
7. Developmental Supervision: An Introduction, 125
Case Study One, 126
Case Study Two, 128
Case Study Three, 130
Case Study Four, 132
Developmental Supervision, 133
Summary, 136
8. Directive Control Behaviors, 137
Directive Control Continuum of Behaviors, 138
A History of Overreliance on Control, 142
Issues in Directive Control, 142
When to Use Directive Control Behaviors, 143
Moving from Directive Control toward Directive Informational Behaviors, 144
Critical Reflection on Directive Control Supervision, 144
Summary, 144
Exercises, 145
References, 146
9. Directive Informational Behaviors, 147
Directive Informational Continuum of Behaviors, 149
Comparing Directive Control and Directive Informational Statements, 152
Issues in the Directive Informational Approach, 153
When to Use Directive Informational Behaviors, 154
Moving from Directive Informational toward Collaborative Behaviors, 154
Critical Reflection on Directive Informational Supervision, 155
Summary, 156
Practitioner Reflection: The Lesson Plan (by Julie N. Diehl), 156
Exercises, 158
References, 160
10. Collaborative Behaviors, 161
Collaborative Continuum of Behaviors, 162
Issues in Collaborative Supervision, 167
When to Use Collaborative Behaviors, 168
Moving from Collaborative toward Nondirective Behaviors, 169
Collaboration and Cooperation, 169
Critical Reflection on Collaborative Supervision, 169
Summary, 170
Exercises, 170
Reference, 172
11. Nondirective Behaviors, 173
Nondirective Continuum of Behaviors, 175
Initiating Nondirective Supervision, 180
Nondirective, Not Laissez-Faire, Supervision, 181
Issues with Nondirective Supervision, 181
When to Use Nondirective Behaviors, 182
Nondirective Supervision, Teacher Collaboration, 184
Critical Reflection on Nondirective Supervision, 184
Summary, 184
Practitioner Reflection: A Nondirective Approach as I’m Developing (by Lynn M. Rasmussen), 185
Exercises, 186
References, 188
Suggested Readings, 188
12. Developmental SuperVision: Theory and Practice, 189
Rationale for Developmental Supervision, 190
Applying Developmental Supervision, 192
Not Algorithms, but Guideposts for Decisions, 198
Scenario and Discussion: Inappropriate Use of Interpersonal Behaviors?, 199
Summary, 200
Exercises, 200
References, 201
Suggested Readings, 202
Part Four. Technical Skills, 203
13. Assessing and Planning Skills, 205
Personal Plans, 206
Assessing Time, 207
Changing Time Allocations: Planning, 210
Assessing and Planning within the Organization, 212
Ways of Assessing Need, 213
Analyzing Organizational Needs, 217
Planning, 222
Models Combining Assessment and Planning, 225
Cautions Concerning Planning, 230
Summary, 231
Exercises, 232
References, 233
Suggested Readings, 234
14. Observing Skills, 235
Formative Observation Instruments Are Not Summative Evaluation Instruments, 238
Ways of Describing, 238
Quantitative Observations, 238
Qualitative Observations, 246
Tailored Observation Systems, 252
Types and Purposes of Observation, 255
Cautions Concerning Observations, 256
Summary, 256
Exercises, 257
References, 258
Suggested Readings, 258
15. Research and Evaluation Skills, 259
Alternative Approaches to Research and Evaluation, 261
Judgments, 265
Key Decisions in the Program Evaluation Process, 266
Overall Instructional Program Evaluation, 268
Program Evaluation and Teacher Empowerment, 274
Teacher Evaluation, 274
Summary, 280
Exercises, 281
References, 282
Suggested Readings, 284
Part Five. Technical Tasks of SuperVision, 285
16. Direct Assistance to Teachers, 287
Clinical Supervision, 288
Comparing Clinical Supervision with Teacher Evaluation, 293
Integrating Clinical Supervision and Developmental Supervision, 294
Peer Coaching, 294
Other Forms of Direct Assistance, 298
Beyond Technical Assistance: Improving Classroom Culture, 299
Summary, 300
Practitioner Reflection: A Springboard to Professional Learning Communities (by Pam Johnson), 301
Exercises, 303
References, 304
Suggested Readings, 305
17. Group Development, 307
Dimensions of an Effective Group, 308
Group Member Roles, 309
Applying Developmental Supervision to Groups, 313
Dealing with Dysfunctional Members, 314
Resolving Conflict, 316
Preparing for Group Meetings, 320
Procedures for Large-Group Involvement, 323
Summary, 328
Practitioner Reflection: Working toward the “Big Picture” (by Susan Maxey), 328
Exercises, 329
References, 331
Suggested Readings, 331
18. Professional Development, 333
Why the Need for Professional Development?, 335
Characteristics of Successful Professional Development Programs, 336
Integrating Schoolwide, Group, and Individual Professional Development, 336
Alternative Professional Development Formats, 338
Examples of Effective Professional Development Programs, 339
Stages of Professional Development, 342
The “Nuts and Bolts”, 344
Extending the Concept of Professional Development, 345
Evaluating Professional Development Programs, 347
Teachers as Objects or Agents in Professional Development, 347
Summary, 350
Practitioner Reflection: Professional Development as Time Well Spent (by Cheryl Granade Sullivan), 351
Exercises, 353
References, 354
Suggested Readings, 356
19. Curriculum Development, 357
Sources of Curriculum Development, 358
Legislated Learning, 359
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction, 361
What Should Be the Purpose of the Curriculum?, 361
What Should Be the Content of the Curriculum?, 362
How Should the Curriculum Be Organized?, 364
In What Format Should the Curriculum Be Written?, 365
Curriculum Format as Reflective of Choice Given to Teachers, 369
Relationship of Curriculum Purpose, Content, Organization, and Format, 370
Levels of Teacher Involvement in Curriculum Development, 371
Integrating Curriculum Format with Developers and Levels of Development, 373
Matching Curriculum Development with Teacher Development, 373
The Curriculum and Cultural Diversity, 376
Summary, 378
Exercises, 379
References, 381
Suggested Readings, 382
20. Action Research: The School as the Center of Inquiry, 383
How Is Action Research Conducted?, 385
A Developmental Approach to Action Research, 386
Decisions about Action Research, 387
Action Research: Vehicle for a Cause beyond Oneself, 390
Example of Action Research, 391
Expanding Boundaries: Alternative Approaches to Action Research, 392
Shared Governance for Action Research, 394
Suggestions for Assisting Action Research, 398
Conclusion: Focus, Structure, and Time for Development, 399
Practitioner Reflection: An Instructional Leader’s Experience with Action Research (by Jane Ross), 399
Exercises, 401
References, 403
Suggested Readings, 403
Part Six. Cultural Tasks of SuperVision, 405
21. Facilitating Change, 407
Chaos Theory, 409
Postmodern Theory, 413
Education Change Theory, 416
Change at the Individual Level, 423
Changing the Conditions of Teaching, 426
Practitioner Reflection: The Heart of School Change—Teachers Working Together (by Barbara F. Lunsford), 427
Exercises, 430
References, 431
Suggested Readings, 432
22. Addressing Diversity, 433
Achievement Gaps among Economic, Racial, and Ethnic Groups, 434
A Societal or a School Problem?, 436
Cultural Clashes, 438
Culturally Responsive Teaching, 442
Culturally Responsive Schools, 445
Gender Equity, 450
Equity for Sexual Minorities, 452
Overarching Patterns, 455
Connecting the Technical Tasks of Supervision to Cultural Responsiveness, 455
Exercises, 456
References, 458
Suggested Readings, 460
23. Building Community, 461
Democratic Community, 463
Moral Community, 465
Professional Learning Community, 469
Community of Inquiry, 471
Engagement with the Larger Community, 472
Five Attributes, One Community, 475
Conclusion, 476
Exercises, 477
References, 479
Suggested Readings, 481
Appendix A. What Is Your Educational Philosophy?, 483
Appendix B. Review of Interpersonal Behavior in the Four Supervisory Approaches, 489
Name Index, 491
Subject Index, 497

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