This brief version of Glickman, Gordon, and Ross-Gordon’s SuperVision and Instructional Leadership: A Developmental Approach continues to break new ground by exploring, challenging, and reshaping the field of educational administration. A valuable resource for both aspiring and practicing school leaders, this book is a necessity for any school leader’s library.
While retaining an emphasis on collegiality, school culture, teachers as adult learners, developmental supervision, reflective inquiry, and democratic schools, this third edition continues to be a trend-setter by placing instructional leadership and school improvement within a community and societal context and presenting three new chapters on the cultural tasks of supervision.
New features of the book include:
• An updated discussion of adult learning and implications for instructional supervision
• Role Play chapter feature that provides structured scenarios that allow for the practice of the four interpersonal approaches of developmental supervision: directive control, directive informational, collaborative, and nondirective
(Chapters 8, 9, 10 and 11)
• New Chapter, Facilitating Change, describes and evaluates theories of educational change, change at the individual level, the changing conditions of teaching, norms of continuous school improvement, and other concepts associated with successful school change (Chapter 20)
• New Chapter, Addressing Diversity, examines economic, racial, and ethnic achievement gaps and the “cultural clashes” largely responsible for those gaps (Chapter 21)
• Discussions of the characteristics of culturally responsive schools and teachers as well
as strategies for promoting and encouraging the development of culturally responsive schools and teachers (Chapter 21)
• New Chapter, Building Community, presents the concepts of the democratic community, moral community, and Professional Learning Community (Chapter 22)
• Strategies and suggestions for engaging the school with the larger community it serves (Chapter 22)
1. SuperVision for Successful Schools
SuperVision: A New Name for a New Paradigm.
Supervisory Glue as a Metaphor for Success.
Organization of This Book.
Supervision and Moral Purpose.
2. The Norm: Why Schools Are as They Are
The Work Environment or Culture of Schools.
The Legacy of the One-Room Schoolhouse.
Blaming the Victim and Structural Strain.
Viewing School Culture in the Context of the Larger Culture.
3. The Exception: What Schools Can Be
Background to School Effectiveness Studies.
Early Effective Schools Research.
The Second Wave of Effective Schools Research.
Context Studies in Effective Schools Research.
Has Effective Schools Research Outlived Its Usefulness?
The Legacy of Effective Schools Research.
From Effective Schools to School Improvement.
A Cause Beyond Oneself.
Connecting School Improvement to the Local Community and Larger Society.
What to Do with Successful Schools Research: Some Propositions.
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
Adults as Learners.
Adult and Teacher Development.
5. Reflections on Schools, Teaching, and Supervision.
Effective and Good Schools: The Same?
Instructional Improvement and Effective Teaching.
Beliefs about Education.
Supervisory Platform as Related to Educational Philosophy.
Checking Your Own Educational Philosophy and Supervisory Beliefs.
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
III. INTERPERSONAL SKILLS
6. Supervisory Behavior Continuum: Know Thyself
Outcomes of Conference.
Valid Assessment of Self.
Comparing Self-Perceptions with Other Perceptions.
Comparing Self-Perceptions to Recorded Behaviors
7. Directive Control Behaviors
Directive Continum of Behaviors.
A History of Overreliance on Control.
When to Use Directive Control Behaviors.
Moving from Directive Control toward Directive Informational Behaviors.
8. Directive Informational Behaviors
Directive Continum of Behaviors.
Comparing Directive Control and Directive Informational Statements.
When to Use Directive Informational Behaviors.
Moving from Directive Informational toward Collaborative Behaviors.
Critical Reflection on Directive Informational Supervision
9. Collaborative Behaviors
Collaborative Continum of Behaviors.
Issues in Collaborative Supervision.
When to Use Collaborative Behaviors.
Moving from Collaborative toward Nondirective Behaviors.
Critical Reflection on Collaborative Supervision
10. Nondirective Behaviors
Nondirective Continum of Behaviors.
Initiating Nondirective Supervision.
Nondirective, Not Laissez Faire, Supervision.
Issues with Nondirective Supervision.
When to Use Nondirective Behaviors.
Critical Reflection on Nondirective Supervision
11. Developmental Supervision: Theory and Practice
Rationale for Developmental Supervision.
Applying Developmental Supervision.
Not Algorithms, But Guideposts for Decisions.
Scenario and Discussion: Inappropriate Use of Interpersonal Behaviors?
IV. TECHNICAL SKILLS
12. Assessing and Planning Skills
Changing Time Allocations: Planning.
Assessing and Planning within the Organization.
Ways of Assessing Needs.
Analyzing Organizational Needs.
13. Observing Skills.
Formative Observation Instruments Are Not Summative Evaluation Instruments.
Ways of Describing.
Tailored Observation Systems.
Types and Purposes of Observations.
Cautions Concerning Observations
14. Research and Evaluation Skills
Key Decisions in the Program Evaluation Process
Overall Instructional Program Evaluation.
Other Considerations for Evaluation
V. TECHNICAL TASKS OF SUPERVISION
15. Direct Assistance to Teachers
Comparing Clinical Supervision with Teacher Evaluation.
Integrating Clinical Supervision and Developmental Supervision.
16. Group Development
Dimensions of an Effective Group.
Group Member Roles.
Dealing with Dysfunctional Members.
Preparing for Group Meetings.
17. 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.
The Nuts and Bolts.
Extending the Concept of Professional Development
Evaluating Professional Development Programs
Teachers as Objects or Agents in Professional Development.
18. Curriculum Development
Sources of Curriculum Development.
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
19. Action Research: The School as the Center of Inquiry
How Is Action Research Conducted?
A Developmental Approach to Action Research.
Action Research: Vehicle for a Cause beyond Oneself.
Examples 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.
VI. Cultural Tasks of Supervision
20. Facilitating Change
Education Change Theory
Change at the Individual Level
Changing the Conditions of Teaching
21. Addressing Diversity
Achievement Gaps Among Economic, Racial, and Ethnic Groups
A Societal or a School Problem?
Culturally Responsive Teaching
Culturally Responsive Schools
Equity for Sexual Minorities
Connecting the Technical Tasks of Supervision to Cultural Responsiveness
22. Building Community
Professional Learning Community
Community of Inquiry
Engagement with the Larger Community
Five Attributes, One Community
Appendix A: Review of Interpersonal Behavior in Four Supervisory Approaches.