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SuperVision and Instructional Leadership: A Developmental Approach, Loose-Leaf Version, 9th Edition

By Carl D. Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon

Published by Pearson

Published Date: Jan 30, 2013

Description

Note: This is the loose-leaf version of SuperVision and Instructional Leadership and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133413861.

 

This leading text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners.  The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. The Enhanced Pearson eText features embedded video.

 

Improve mastery and retention with the Enhanced Pearson eText*
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:

  • Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
  • Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.*
  • Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.

*The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.

*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

Table of Contents

TABLE OF CONTENTS

 

About the Authors xiii

Preface xv

 

PART ONE

Introduction 1

1 SuperVision for Successful Schools 3

SuperVision: A New Name for a New Paradigm 7

Supervisory Glue as a Metaphor for Success 9

Who Is Responsible for Supervision? 9

Supervision and Moral Purpose 12

Organization of This Book 13

Reflective Exercise 15

 

PART TWO

Knowledge 17

2 The Norm: Why Traditional Schools

Are as They Are 19

The Work Environment or Culture of Schools 20

The Legacy of the One-Room Schoolhouse 21

Cultures within Cultures 30

Blaming the Victim and Structural Strain 31

Reflective Exercise 32

 

3 The Dynamic School 33

Shared Leadership, Collegiality, and Collaboration 34

A Cause beyond Oneself 35

Professional Development 36

Positive Learning Climate 37

Authentic Curriculum, Instruction, and Assessment 38

Democracy 39

Inquiry 40

Cultural Responsiveness 41

Partnerships and Networks 42

Reflective Exercise 47

 

4 Adult and Teacher Development within

the Context of the School 48

Adults as Learners 49

Adult and Teacher Development 59

Development: Ebb and Flow 76

Reflective Exercise 78

 

5 Reflections on Educational Beliefs, Teaching,

and Supervision 79

Instructional Goals and Effective Teaching 81

Expert Teachers 82

Beliefs about Education 84

Supervisory Beliefs 85

Supervisory Platform as Related to Educational Philosophy 87

Checking Your Own Supervisory Beliefs 91

What Does Your Belief Mean in Terms of Supervisor

and Teacher Responsibility? 91

Reflective Exercise 96

 

PART THREE

Interpersonal Skills 97

6 Supervisory Behavior Continuum:

Know Thyself 99

Outcomes of Conference 102

Valid Assessment of Self 103

Johari Window 104

Cognitive Dissonance 106

Comparing Self-Perceptions

with Others’ Perceptions 107

Comparing Self-Perceptions to Recorded Behaviors 109

360-Degree Feedback 110

Reflective Exercise 111

 

7 Directive Control Behaviors 113

A History of Overreliance on Control 116

Issues in Directive Control 118

When to Use Directive Control Behaviors 118

Moving from Directive Control toward Directive Informational Behaviors 119

Reflective Exercise 120

 

8 Directive Informational Behaviors 121

Comparing Directive Control and Directive Informational Statements 123

Issues in the Directive Informational Approach 126

When to Use Directive Informational Behaviors 127

Moving from Directive Informational toward Collaborative Behaviors 127

Reflective Exercise 128

 

9 Collaborative Behaviors 130

Issues in Collaborative Supervision 135

When to Use Collaborative Behaviors 136

Moving from Collaborative toward Nondirective Behaviors 136

Reflective Exercise 137

 

10 Nondirective Behaviors 139

Initiating Nondirective Supervision 144

Nondirective, Not Laissez-Faire, Supervision 145

Issues with Nondirective Supervision 146

When to Use Nondirective Behaviors 147

Nondirective Supervision, Teacher Collaboration 148

Reflective Exercise 149

 

11 Developmental Supervision 150

Phase 1: Choosing the Best Approach 151

Phase 2: Applying the Chosen Approach 155

Phase 3: Fostering Teacher Development 156

Not Algorithms, but Guideposts for Decisions 158

Case Studies on Developmental Supervision 158

Reflective Exercise 168

 

PART FOUR

Technical Skills 169

12 Assessing and Planning Skills 171

Personal Plans 172

Assessing Time 173

Changing Time Allocations: Planning 176

Assessing and Planning within the Organization 180

Ways of Assessing Need 181

Analyzing Organizational Needs 185

Planning 189

Cautions Concerning Planning 195

Reflective Exercise 196

 

13 Observing Skills 197

Formative Observation Instruments Are Not Summative

Evaluation Instruments 200

Ways of Describing 200

Quantitative Observations 200

Qualitative Observations 209

Tailored Observation Systems 213

Types and Purposes of Observation 216

Technology-Enhanced Observation 217

Collaborative Walkthroughs 219

Cautions Concerning Observations 220

Reflective Exercise 221

 

14 Evaluation Skills 222

The Intersection of Instructional Supervision and Program Evaluation 223

Judgments 224

Key Decisions in the Program Evaluation Process 225

Overall Instructional Program Evaluation 227

Program Evaluation and Teacher Empowerment 232

Teacher Evaluation 234

Teacher Self-Evaluation 239

Reflective Exercise 240

 

PART FIVE

Technical Tasks of Supervision 243

15 Direct Assistance to Teachers 245

Clinical Supervision 246

Comparing Clinical Supervision with Teacher Summative Evaluation 250

Integrating Clinical Supervision and Developmental Supervision 251

Peer Coaching 252

Other Forms of Direct Assistance 255

Beyond Technical Assistance: Improving Classroom Culture 257

Reflective Exercise 257

 

16 Group Development 258

Dimensions of an Effective Group 260

Group Member Roles 261

Applying Developmental Supervision to Groups 266

Dealing with Dysfunctional Members 268

Resolving Conflict 269

Preparing for Group Meetings 273

Establishing Ground Rules 274

Collaborative Groups and School Improvement 275

Dialogue: An Alternative Group Process 278

Reflective Exercise 279

 

17 Professional Development 281

Characteristics of Successful Professional Development Programs 283

Integrating Schoolwide, Group, and Individual Professional Development 284

Alternative Professional Development Formats 285

Examples of Effective Professional Development Programs 287

Stages of Professional Development 290

Evaluating Professional Development Programs 291

Teachers as Objects or Agents in Professional Development 294

Reflective Exercise 297

 

18 Curriculum Development 297

Sources of Curriculum Development 298

Legislated Learning 299

Curriculum Development as a Vehicle for Enhancing Collective Thinking

about Instruction 301

What Should Be the Purpose of the Curriculum? 302

What Should Be the Content of the Curriculum? 302

How Should the Curriculum Be Organized? 304

In What Format Should the Curriculum Be Written? 305

Curriculum Format as Reflective of Choice Given to Teachers 309

Relationship of Curriculum Purpose, Content, Organization, and Format 310

Levels of Teacher Involvement in Curriculum Development 311

Integrating Curriculum Format with Developers and Levels of Development 312

Matching Curriculum Development with Teacher Development 313

The Curriculum and Cultural Diversity 315

Reflective Exercise 320

 

19 Action Research: The School as the

Center of Inquiry 321

How Is Action Research Conducted? 323

A Developmental Approach to Action Research 324

Decisions about Action Research 325

Action Research: Vehicle for a Cause beyond Oneself 327

Characteristics of Successful Action Research 328

Example of Action Research 330

Expanding Boundaries: Alternative Approaches to Action Research 331

Shared Governance for Action Research 333

Premises 334

Suggestions for Assisting Action Research 338

Conclusion: Focus, Structure, and Time for Development 339

Reflective Exercise 339

 

PART SIX

Cultural Tasks of SuperVision 341

20 Facilitating Change 343

Chaos Theory 345

Postmodern Theory 349

Education Change Theory 352

Change at the Individual Level 359

Changing the Conditions of Teaching 359

Reflective Exercise 363

 

21 Addressing Diversity 365

Achievement Gaps among Economic, Racial, and Ethnic Groups 367

A Societal or a School Problem? 368

Cultural Clashes 370

Culturally Responsive Teaching 374

Culturally Responsive Schools 377

Gender Equity 382

Equity for Sexual Minorities 384

Overarching Patterns 387

Connecting the Technical Tasks of Supervision

to Cultural Responsiveness 388

Reflective Exercise 388

 

22 Building Community 390

Democratic Community 392

Moral Community 395

Professional Learning Community 398

Community of Inquiry 400

Engagement with the Larger Community 402

Five Attributes, One Community 405

Conclusion 406

Reflective Exercise 407

 

Appendix A: Educational Philosophy? Q Sort* 409

Appendix B: Review of Interpersonal Behavior in Four

Supervisory Approaches 415

References 417

Name Index 439

Subject Index

Print

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To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133413861.</B></P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px">This leading text&#39;s emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners.&nbsp; The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. The Enhanced Pearson eText features embedded video.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Improve mastery and retention with the Enhanced Pearson eText*</B><BR>The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:</P> <UL> <LI> <DIV style="MARGIN: 0px"><B>Engaging. </B>The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.</DIV> <LI> <DIV style="MARGIN: 0px"><B>Convenient. </B>Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad&reg; and Android&reg; tablet.*</DIV> <LI> <DIV style="MARGIN: 0px"><B>Affordable. </B>Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.</DIV></LI></UL> <P style="MARGIN: 0px"><B>*</B><I>The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.</I></P> <P style="MARGIN: 0px"><I>*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7&rdquo; or 10&rdquo; tablet, or iPad iOS 5.0 or later.</I></P>0e7d39f0-2451-4072-9f5e-2b7981cbdb25Web Online Copy<P style="MARGIN: 0px"><B>Note: This is the loose-leaf version of <I>SuperVision and Instructional Leadership</I> and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133413861.</B></P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px">This leading text&#39;s emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners.&nbsp; The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. The Enhanced Pearson eText features embedded video.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Improve mastery and retention with the Enhanced Pearson eText*</B><BR>The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:</P> <UL> <LI> <DIV style="MARGIN: 0px"><B>Engaging. </B>The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.</DIV> <LI> <DIV style="MARGIN: 0px"><B>Convenient. </B>Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad&reg; and Android&reg; tablet.*</DIV> <LI> <DIV style="MARGIN: 0px"><B>Affordable. </B>Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.</DIV></LI></UL> <P style="MARGIN: 0px"><B>*</B><I>The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.</I></P> <P style="MARGIN: 0px"><I>*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7&rdquo; or 10&rdquo; tablet, or iPad iOS 5.0 or later.</I></P>73bf4d98-68c9-4884-8ab6-d8c0423a9d20Product Author Bios<P style="MARGIN: 0px"><B>Carl Glickman</B> is president of the Institute for Schools, Education, and Democracy and Professor Emeritus of Education at the University of Georgia. He began his career as a Teacher Corp intern in the rural south, and later was a principal of award-winning schools in New Hampshire. At the University of Georgia, he and colleagues founded the Georgia League of Professional Schools, a nationally validated network of high-functioning public schools dedicated to the principles of democratic education. He is the author or editor of 14 books on school leadership, educational renewal, and the moral imperative of education.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Stephen P. Gordon</B> is a professor of Education and Community Leadership at Texas State University. He is author of the book <I>Professional Development for School Improvement, </I>co-author of the books <I>The Basic Guide to Supervision and Instructional Leadership, </I>and <A href="http://www.ascd.org/publications/books/100217.aspx"><I>How to Help Beginning Teachers Succeed</I></A><I>,</I> and editor of the books <I>Collaborative Action Research </I>and <I>Standards for Instructional Supervision: Enhancing Teaching and Learning. </I>Dr. Gordon, the former director of the National Center for School Improvement, also was lead consultant for the ASCD video series <I>Improving Instruction through Observation and Feedback.</I></P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Jovita M. Ross-Gordon</B> is a professor of Adult, Professional and Community Education at Texas State University where she coordinates the MA in Adult Education. Dr. Ross-Gordon is the author, editor, or co-editor of several books including the 2010 <I>Handbook of Adult and Continuing Education</I>.&nbsp; She has also published numerous chapters and articles on the teaching and learning of adults. She&nbsp;is currently a Co-Editor of both Adult <I>Education Quarterly </I>and&nbsp;<I>New Directions for Adult and Continuing Education, </I>and has served in numerous leadership positions with professional organizations focusing on adult education. &nbsp;</P>8d708e5a-5874-4064-be34-1bb99a4e2ee0Features<P style="MARGIN: 0px"><B>Invigorate learning with the Enhanced Pearson eText<BR></B>The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:</P> <UL> <LI> <DIV style="MARGIN: 0px"><B><I>Embedded videos</I></B> provide concrete examples of the concepts and ideas in action. (See pages 7, 58, and 253 for examples.)</DIV></LI></UL> <P style="MARGIN: 0px">Instructors, visit <A href="http://pearsonhighered.com/etextbooks" target=_blank>pearsonhighered.com/etextbooks</A> to register for your digital examination copy. Students, register for or purchase your eText at <A href="http://pearsonhighered.com/etextbooks" target=_blank>pearsonhighered.com/etextbooks</A>.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"></P> <P style="MARGIN: 0px"> <P style="MARGIN: 0px"></P> <P style="MARGIN: 0px"></P> <P style="MARGIN: 0px"></P><B> <P style="MARGIN: 0px"><B>Additional text features include:</B></P></B> <UL> <LI> <DIV style="MARGIN: 0px">Collegiality, reflective inquiry, and professional dialogue in <B>collegial supervision.</B></DIV> <LI> <DIV style="MARGIN: 0px">Supervision as a process and <B>collective action </B>toward a cause rather than a position.</DIV> <LI> <DIV style="MARGIN: 0px">The <B>purpose </B>of education, curriculum, student learning, teaching, and supervision.</DIV> <LI> <DIV style="MARGIN: 0px">The integration of <B>adult learning and adult development theories </B>with instructional supervision.</DIV> <LI> <DIV style="MARGIN: 0px"><B>Alternative approaches </B>to supervision that focus on teacher development and&nbsp;higher levels of thought, expertise, and commitment.</DIV> <LI> <DIV style="MARGIN: 0px">A variety of tools for <B>assessing, planning, observing, and evaluating.</B></DIV> <LI> <DIV style="MARGIN: 0px">Approaches to <B>engaging with the wider community.</B></DIV></LI></UL>06b328ca-921b-4395-945d-3078ca6f292aTable of Contents<B> <P style="MARGIN: 0px" align=left text-align="left">TABLE OF CONTENTS</P> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">About the Authors xiii</P> <P style="MARGIN: 0px" align=left text-align="left">Preface xv</P><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART ONE</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Introduction 1</P> <P style="MARGIN: 0px" align=left text-align="left">1 SuperVision for Successful Schools 3</P> <P style="MARGIN: 0px" align=left text-align="left">SuperVision: A New Name for a New Paradigm 7</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Glue as a Metaphor for Success 9</P> <P style="MARGIN: 0px" align=left text-align="left">Who Is Responsible for Supervision? 9</P> <P style="MARGIN: 0px" align=left text-align="left">Supervision and Moral Purpose 12</P> <P style="MARGIN: 0px" align=left text-align="left">Organization of This Book 13</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 15</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART TWO</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Knowledge 17</P> <P style="MARGIN: 0px" align=left text-align="left">2 The Norm: Why Traditional Schools</P> <P style="MARGIN: 0px" align=left text-align="left">Are as They Are 19</P> <P style="MARGIN: 0px" align=left text-align="left">The Work Environment or Culture of Schools 20</P> <P style="MARGIN: 0px" align=left text-align="left">The Legacy of the One-Room Schoolhouse 21</P> <P style="MARGIN: 0px" align=left text-align="left">Cultures within Cultures 30</P> <P style="MARGIN: 0px" align=left text-align="left">Blaming the Victim and Structural Strain 31</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 32</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">3 The Dynamic School 33</P> <P style="MARGIN: 0px" align=left text-align="left">Shared Leadership, Collegiality, and Collaboration 34</P> <P style="MARGIN: 0px" align=left text-align="left">A Cause beyond Oneself 35</P> <P style="MARGIN: 0px" align=left text-align="left">Professional Development 36</P> <P style="MARGIN: 0px" align=left text-align="left">Positive Learning Climate 37</P> <P style="MARGIN: 0px" align=left text-align="left">Authentic Curriculum, Instruction, and Assessment 38</P> <P style="MARGIN: 0px" align=left text-align="left">Democracy 39</P> <P style="MARGIN: 0px" align=left text-align="left">Inquiry 40</P> <P style="MARGIN: 0px" align=left text-align="left">Cultural Responsiveness 41</P> <P style="MARGIN: 0px" align=left text-align="left">Partnerships and Networks 42</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 47</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">4 Adult and Teacher Development within</P> <P style="MARGIN: 0px" align=left text-align="left">the Context of the School 48</P> <P style="MARGIN: 0px" align=left text-align="left">Adults as Learners 49</P> <P style="MARGIN: 0px" align=left text-align="left">Adult and Teacher Development 59</P> <P style="MARGIN: 0px" align=left text-align="left">Development: Ebb and Flow 76</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 78</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">5 Reflections on Educational Beliefs, Teaching,</P> <P style="MARGIN: 0px" align=left text-align="left">and Supervision 79</P> <P style="MARGIN: 0px" align=left text-align="left">Instructional Goals and Effective Teaching 81</P> <P style="MARGIN: 0px" align=left text-align="left">Expert Teachers 82</P> <P style="MARGIN: 0px" align=left text-align="left">Beliefs about Education 84</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Beliefs 85</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Platform as Related to Educational Philosophy 87</P> <P style="MARGIN: 0px" align=left text-align="left">Checking Your Own Supervisory Beliefs 91</P> <P style="MARGIN: 0px" align=left text-align="left">What Does Your Belief Mean in Terms of Supervisor</P> <P style="MARGIN: 0px" align=left text-align="left">and Teacher Responsibility? 91</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 96</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART THREE</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Interpersonal Skills 97</P> <P style="MARGIN: 0px" align=left text-align="left">6 Supervisory Behavior Continuum:</P> <P style="MARGIN: 0px" align=left text-align="left">Know Thyself 99</P> <P style="MARGIN: 0px" align=left text-align="left">Outcomes of Conference 102</P> <P style="MARGIN: 0px" align=left text-align="left">Valid Assessment of Self 103</P> <P style="MARGIN: 0px" align=left text-align="left">Johari Window 104</P> <P style="MARGIN: 0px" align=left text-align="left">Cognitive Dissonance 106</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Self-Perceptions</P> <P style="MARGIN: 0px" align=left text-align="left">with Others&rsquo; Perceptions 107</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Self-Perceptions to Recorded Behaviors 109</P> <P style="MARGIN: 0px" align=left text-align="left">360-Degree Feedback 110</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 111</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">7 Directive Control Behaviors 113</P> <P style="MARGIN: 0px" align=left text-align="left">A History of Overreliance on Control 116</P> <P style="MARGIN: 0px" align=left text-align="left">Issues in Directive Control 118</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Directive Control Behaviors 118</P> <P style="MARGIN: 0px" align=left text-align="left">Moving from Directive Control toward Directive Informational Behaviors 119</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 120</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">8 Directive Informational Behaviors 121</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Directive Control and Directive Informational Statements 123</P> <P style="MARGIN: 0px" align=left text-align="left">Issues in the Directive Informational Approach 126</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Directive Informational Behaviors 127</P> <P style="MARGIN: 0px" align=left text-align="left">Moving from Directive Informational toward Collaborative Behaviors 127</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 128</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">9 Collaborative Behaviors 130</P> <P style="MARGIN: 0px" align=left text-align="left">Issues in Collaborative Supervision 135</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Collaborative Behaviors 136</P> <P style="MARGIN: 0px" align=left text-align="left">Moving from Collaborative toward Nondirective Behaviors 136</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 137</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">10 Nondirective Behaviors 139</P> <P style="MARGIN: 0px" align=left text-align="left">Initiating Nondirective Supervision 144</P> <P style="MARGIN: 0px" align=left text-align="left">Nondirective, Not Laissez-Faire, Supervision 145</P> <P style="MARGIN: 0px" align=left text-align="left">Issues with Nondirective Supervision 146</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Nondirective Behaviors 147</P> <P style="MARGIN: 0px" align=left text-align="left">Nondirective Supervision, Teacher Collaboration 148</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 149</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">11 Developmental Supervision 150</P> <P style="MARGIN: 0px" align=left text-align="left">Phase 1: Choosing the Best Approach 151</P> <P style="MARGIN: 0px" align=left text-align="left">Phase 2: Applying the Chosen Approach 155</P> <P style="MARGIN: 0px" align=left text-align="left">Phase 3: Fostering Teacher Development 156</P> <P style="MARGIN: 0px" align=left text-align="left">Not Algorithms, but Guideposts for Decisions 158</P> <P style="MARGIN: 0px" align=left text-align="left">Case Studies on Developmental Supervision 158</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 168</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART FOUR</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Technical Skills 169</P> <P style="MARGIN: 0px" align=left text-align="left">12 Assessing and Planning Skills 171</P> <P style="MARGIN: 0px" align=left text-align="left">Personal Plans 172</P> <P style="MARGIN: 0px" align=left text-align="left">Assessing Time 173</P> <P style="MARGIN: 0px" align=left text-align="left">Changing Time Allocations: Planning 176</P> <P style="MARGIN: 0px" align=left text-align="left">Assessing and Planning within the Organization 180</B></P><B> <P style="MARGIN: 0px" align=left text-align="left">Ways of Assessing Need 181</P> <P style="MARGIN: 0px" align=left text-align="left">Analyzing Organizational Needs 185</P> <P style="MARGIN: 0px" align=left text-align="left">Planning 189</P> <P style="MARGIN: 0px" align=left text-align="left">Cautions Concerning Planning 195</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 196</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">13 Observing Skills 197</P> <P style="MARGIN: 0px" align=left text-align="left">Formative Observation Instruments Are Not Summative</P> <P style="MARGIN: 0px" align=left text-align="left">Evaluation Instruments 200</P> <P style="MARGIN: 0px" align=left text-align="left">Ways of Describing 200</P> <P style="MARGIN: 0px" align=left text-align="left">Quantitative Observations 200</P> <P style="MARGIN: 0px" align=left text-align="left">Qualitative Observations 209</P> <P style="MARGIN: 0px" align=left text-align="left">Tailored Observation Systems 213</P> <P style="MARGIN: 0px" align=left text-align="left">Types and Purposes of Observation 216</P> <P style="MARGIN: 0px" align=left text-align="left">Technology-Enhanced Observation 217</P> <P style="MARGIN: 0px" align=left text-align="left">Collaborative Walkthroughs 219</P> <P style="MARGIN: 0px" align=left text-align="left">Cautions Concerning Observations 220</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 221</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">14 Evaluation Skills 222</P> <P style="MARGIN: 0px" align=left text-align="left">The Intersection of Instructional Supervision and Program Evaluation 223</P> <P style="MARGIN: 0px" align=left text-align="left">Judgments 224</P> <P style="MARGIN: 0px" align=left text-align="left">Key Decisions in the Program Evaluation Process 225</P> <P style="MARGIN: 0px" align=left text-align="left">Overall Instructional Program Evaluation 227</P> <P style="MARGIN: 0px" align=left text-align="left">Program Evaluation and Teacher Empowerment 232</P> <P style="MARGIN: 0px" align=left text-align="left">Teacher Evaluation 234</P> <P style="MARGIN: 0px" align=left text-align="left">Teacher Self-Evaluation 239</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 240</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left"><I>PART FIVE</I></P> <P style="MARGIN: 0px" align=left text-align="left">Technical Tasks of Supervision 243</P> <P style="MARGIN: 0px" align=left text-align="left">15 Direct Assistance to Teachers 245</P> <P style="MARGIN: 0px" align=left text-align="left">Clinical Supervision 246</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Clinical Supervision with Teacher Summative Evaluation 250</P> <P style="MARGIN: 0px" align=left text-align="left">Integrating Clinical Supervision and Developmental Supervision 251</P> <P style="MARGIN: 0px" align=left text-align="left">Peer Coaching 252</P> <P style="MARGIN: 0px" align=left text-align="left">Other Forms of Direct Assistance 255</P> <P style="MARGIN: 0px" align=left text-align="left">Beyond Technical Assistance: Improving Classroom Culture 257</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 257</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">16 Group Development 258</P> <P style="MARGIN: 0px" align=left text-align="left">Dimensions of an Effective Group 260</P> <P style="MARGIN: 0px" align=left text-align="left">Group Member Roles 261</P> <P style="MARGIN: 0px" align=left text-align="left">Applying Developmental Supervision to Groups 266</P> <P style="MARGIN: 0px" align=left text-align="left">Dealing with Dysfunctional Members 268</P> <P style="MARGIN: 0px" align=left text-align="left">Resolving Conflict 269</P> <P style="MARGIN: 0px" align=left text-align="left">Preparing for Group Meetings 273</P> <P style="MARGIN: 0px" align=left text-align="left">Establishing Ground Rules 274</P> <P style="MARGIN: 0px" align=left text-align="left">Collaborative Groups and School Improvement 275</P> <P style="MARGIN: 0px" align=left text-align="left">Dialogue: An Alternative Group Process 278</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 279</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">17 Professional Development 281</P> <P style="MARGIN: 0px" align=left text-align="left">Characteristics of Successful Professional Development Programs 283</P> <P style="MARGIN: 0px" align=left text-align="left">Integrating Schoolwide, Group, and Individual Professional Development 284</P> <P style="MARGIN: 0px" align=left text-align="left">Alternative Professional Development Formats 285</P> <P style="MARGIN: 0px" align=left text-align="left">Examples of Effective Professional Development Programs 287</P></B><B> <P style="MARGIN: 0px" align=left text-align="left">Stages of Professional Development 290</P> <P style="MARGIN: 0px" align=left text-align="left">Evaluating Professional Development Programs 291</P> <P style="MARGIN: 0px" align=left text-align="left">Teachers as Objects or Agents in Professional Development 294</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 297</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">18 Curriculum Development 297</P> <P style="MARGIN: 0px" align=left text-align="left">Sources of Curriculum Development 298</P> <P style="MARGIN: 0px" align=left text-align="left">Legislated Learning 299</P> <P style="MARGIN: 0px" align=left text-align="left">Curriculum Development as a Vehicle for Enhancing Collective Thinking</P> <P style="MARGIN: 0px" align=left text-align="left">about Instruction 301</P> <P style="MARGIN: 0px" align=left text-align="left">What Should Be the Purpose of the Curriculum? 302</P> <P style="MARGIN: 0px" align=left text-align="left">What Should Be the Content of the Curriculum? 302</P> <P style="MARGIN: 0px" align=left text-align="left">How Should the Curriculum Be Organized? 304</P> <P style="MARGIN: 0px" align=left text-align="left">In What Format Should the Curriculum Be Written? 305</P> <P style="MARGIN: 0px" align=left text-align="left">Curriculum Format as Reflective of Choice Given to Teachers 309</P> <P style="MARGIN: 0px" align=left text-align="left">Relationship of Curriculum Purpose, Content, Organization, and Format 310</P> <P style="MARGIN: 0px" align=left text-align="left">Levels of Teacher Involvement in Curriculum Development 311</P> <P style="MARGIN: 0px" align=left text-align="left">Integrating Curriculum Format with Developers and Levels of Development 312</P> <P style="MARGIN: 0px" align=left text-align="left">Matching Curriculum Development with Teacher Development 313</P> <P style="MARGIN: 0px" align=left text-align="left">The Curriculum and Cultural Diversity 315</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 320</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">19 Action Research: The School as the</P> <P style="MARGIN: 0px" align=left text-align="left">Center of Inquiry 321</P> <P style="MARGIN: 0px" align=left text-align="left">How Is Action Research Conducted? 323</P> <P style="MARGIN: 0px" align=left text-align="left">A Developmental Approach to Action Research 324</P> <P style="MARGIN: 0px" align=left text-align="left">Decisions about Action Research 325</P> <P style="MARGIN: 0px" align=left text-align="left">Action Research: Vehicle for a Cause beyond Oneself 327</P> <P style="MARGIN: 0px" align=left text-align="left">Characteristics of Successful Action Research 328</P> <P style="MARGIN: 0px" align=left text-align="left">Example of Action Research 330</P> <P style="MARGIN: 0px" align=left text-align="left">Expanding Boundaries: Alternative Approaches to Action Research 331</P></B> <P style="MARGIN: 0px" align=left text-align="left"><B>Shared Governance for Action Research 333</P> <P style="MARGIN: 0px" align=left text-align="left">Premises 334</P> <P style="MARGIN: 0px" align=left text-align="left">Suggestions for Assisting Action Research 338</P> <P style="MARGIN: 0px" align=left text-align="left">Conclusion: Focus, Structure, and Time for Development 339</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 339</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART SIX</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Cultural Tasks of SuperVision 341</P> <P style="MARGIN: 0px" align=left text-align="left">20 Facilitating Change 343</P> <P style="MARGIN: 0px" align=left text-align="left">Chaos Theory 345</P> <P style="MARGIN: 0px" align=left text-align="left">Postmodern Theory 349</P> <P style="MARGIN: 0px" align=left text-align="left">Education Change Theory 352</P> <P style="MARGIN: 0px" align=left text-align="left">Change at the Individual Level 359</P> <P style="MARGIN: 0px" align=left text-align="left">Changing the Conditions of Teaching 359</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 363</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">21 Addressing Diversity 365</P> <P style="MARGIN: 0px" align=left text-align="left">Achievement Gaps among Economic, Racial, and Ethnic Groups 367</P> <P style="MARGIN: 0px" align=left text-align="left">A Societal or a School Problem? 368</P> <P style="MARGIN: 0px" align=left text-align="left">Cultural Clashes 370</P> <P style="MARGIN: 0px" align=left text-align="left">Culturally Responsive Teaching 374</P> <P style="MARGIN: 0px" align=left text-align="left">Culturally Responsive Schools 377</P> <P style="MARGIN: 0px" align=left text-align="left">Gender Equity 382</P> <P style="MARGIN: 0px" align=left text-align="left">Equity for Sexual Minorities 384</P> <P style="MARGIN: 0px" align=left text-align="left">Overarching Patterns 387</P> <P style="MARGIN: 0px" align=left text-align="left">Connecting the Technical Tasks of Supervision</P> <P style="MARGIN: 0px" align=left text-align="left">to Cultural Responsiveness 388</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 388</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">22 Building Community 390</P> <P style="MARGIN: 0px" align=left text-align="left">Democratic Community 392</P> <P style="MARGIN: 0px" align=left text-align="left">Moral Community 395</P> <P style="MARGIN: 0px" align=left text-align="left">Professional Learning Community 398</P> <P style="MARGIN: 0px" align=left text-align="left">Community of Inquiry 400</P> <P style="MARGIN: 0px" align=left text-align="left">Engagement with the Larger Community 402</P> <P style="MARGIN: 0px" align=left text-align="left">Five Attributes, One Community 405</P> <P style="MARGIN: 0px" align=left text-align="left">Conclusion 406</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 407</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">Appendix A: Educational Philosophy? Q Sort* 409</P> <P style="MARGIN: 0px" align=left text-align="left">Appendix B: Review of Interpersonal Behavior in Four</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Approaches 415</P> <P style="MARGIN: 0px" align=left text-align="left">References 417</P> <P style="MARGIN: 0px" align=left text-align="left">Name Index 439</P> <P style="MARGIN: 0px">Subject Index</P></B>24408c3e-e9f6-40dc-9af8-5bc34a78b2e89780133121865ePubsEPUB (Watermarked)72ee7168-3e1c-4b01-9191-668d77b10d7c9780133121872ePubsEPUB (Watermarked)9db8aeb4-fc8a-4249-bf7d-fc7cbea942769780133558302ePubsEPUB (Watermarked)24408c3e-e9f6-40dc-9af8-5bc34a78b2e89780133121865ePubsEPUB (Watermarked)72ee7168-3e1c-4b01-9191-668d77b10d7c9780133121872ePubsEPUB (Watermarked)9db8aeb4-fc8a-4249-bf7d-fc7cbea942769780133558302ePubsEPUB (Watermarked)24408c3e-e9f6-40dc-9af8-5bc34a78b2e89780133121865ePubsEPUB (Watermarked)72ee7168-3e1c-4b01-9191-668d77b10d7c9780133121872ePubsEPUB (Watermarked)24408c3e-e9f6-40dc-9af8-5bc34a78b2e89780133121865ePubsEPUB (Watermarked)72ee7168-3e1c-4b01-9191-668d77b10d7c9780133121872ePubsEPUB (Watermarked)9db8aeb4-fc8a-4249-bf7d-fc7cbea942769780133558302ePubsEPUB (Watermarked)9db8aeb4-fc8a-4249-bf7d-fc7cbea942769780133558302ePubsEPUB (Watermarked)f476e4c4-1bc9-4de1-b0e9-676074b19e7fPrintUnbound (Saleable)StudentsWarehoused [WRH]N 7c97ebd3-e997-4aed-85b1-227768845ba2nf4USN USP-68G7c97ebd3-e997-4aed-85b1-227768845ba2ONLUSN USP-68G1f7d5c15a-f1a8-420c-9ede-082defa3315a0e7d39f0-2451-4072-9f5e-2b7981cbdb25<P style="MARGIN: 0px"><B>Note: This is the loose-leaf version of <I>SuperVision and Instructional Leadership</I> and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133413861.</B></P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px">This leading text&#39;s emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners.&nbsp; The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. The Enhanced Pearson eText features embedded video.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Improve mastery and retention with the Enhanced Pearson eText*</B><BR>The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:</P> <UL> <LI> <DIV style="MARGIN: 0px"><B>Engaging. </B>The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.</DIV> <LI> <DIV style="MARGIN: 0px"><B>Convenient. </B>Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad&reg; and Android&reg; tablet.*</DIV> <LI> <DIV style="MARGIN: 0px"><B>Affordable. </B>Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.</DIV></LI></UL> <P style="MARGIN: 0px"><B>*</B><I>The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.</I></P> <P style="MARGIN: 0px"><I>*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7&rdquo; or 10&rdquo; tablet, or iPad iOS 5.0 or later.</I></P>Web Online Copy93f55b7e-b553-4a5e-8cef-199a361488c6WOC013a80a58a-6bbc-41ed-90c5-67fd20b350a073bf4d98-68c9-4884-8ab6-d8c0423a9d20<P style="MARGIN: 0px"><B>Carl Glickman</B> is president of the Institute for Schools, Education, and Democracy and Professor Emeritus of Education at the University of Georgia. He began his career as a Teacher Corp intern in the rural south, and later was a principal of award-winning schools in New Hampshire. At the University of Georgia, he and colleagues founded the Georgia League of Professional Schools, a nationally validated network of high-functioning public schools dedicated to the principles of democratic education. He is the author or editor of 14 books on school leadership, educational renewal, and the moral imperative of education.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Stephen P. Gordon</B> is a professor of Education and Community Leadership at Texas State University. He is author of the book <I>Professional Development for School Improvement, </I>co-author of the books <I>The Basic Guide to Supervision and Instructional Leadership, </I>and <A href="http://www.ascd.org/publications/books/100217.aspx"><I>How to Help Beginning Teachers Succeed</I></A><I>,</I> and editor of the books <I>Collaborative Action Research </I>and <I>Standards for Instructional Supervision: Enhancing Teaching and Learning. </I>Dr. Gordon, the former director of the National Center for School Improvement, also was lead consultant for the ASCD video series <I>Improving Instruction through Observation and Feedback.</I></P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Jovita M. Ross-Gordon</B> is a professor of Adult, Professional and Community Education at Texas State University where she coordinates the MA in Adult Education. Dr. Ross-Gordon is the author, editor, or co-editor of several books including the 2010 <I>Handbook of Adult and Continuing Education</I>.&nbsp; She has also published numerous chapters and articles on the teaching and learning of adults. She&nbsp;is currently a Co-Editor of both Adult <I>Education Quarterly </I>and&nbsp;<I>New Directions for Adult and Continuing Education, </I>and has served in numerous leadership positions with professional organizations focusing on adult education. &nbsp;</P>Product Author Bios5a515c2e-ad37-4b54-9126-a1aeca3e4dbeABI0127e442ff-98d0-41c6-92bd-78c7fc8cc6cc0fd5f7db-0c17-4be5-b7b9-45fdd4d74a11<P style="MARGIN: 0px"><B>Note: This is the loose-leaf version of <I>SuperVision and Instructional Leadership</I> and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133413861.</B></P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px">This leading text&#39;s emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners.&nbsp; The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. The Enhanced Pearson eText features embedded video.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"><B>Improve mastery and retention with the Enhanced Pearson eText*</B><BR>The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:</P> <UL> <LI> <DIV style="MARGIN: 0px"><B>Engaging. </B>The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.</DIV> <LI> <DIV style="MARGIN: 0px"><B>Convenient. </B>Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad&reg; and Android&reg; tablet.*</DIV> <LI> <DIV style="MARGIN: 0px"><B>Affordable. </B>Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.</DIV></LI></UL> <P style="MARGIN: 0px"><B>*</B><I>The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.</I></P> <P style="MARGIN: 0px"><I>*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7&rdquo; or 10&rdquo; tablet, or iPad iOS 5.0 or later.</I></P>Product Description93f55b7e-b553-4a5e-8cef-199a361488c6BDS11e362fb8c-6952-429e-af04-09cc6e5ab07d06b328ca-921b-4395-945d-3078ca6f292a<B> <P style="MARGIN: 0px" align=left text-align="left">TABLE OF CONTENTS</P> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">About the Authors xiii</P> <P style="MARGIN: 0px" align=left text-align="left">Preface xv</P><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART ONE</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Introduction 1</P> <P style="MARGIN: 0px" align=left text-align="left">1 SuperVision for Successful Schools 3</P> <P style="MARGIN: 0px" align=left text-align="left">SuperVision: A New Name for a New Paradigm 7</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Glue as a Metaphor for Success 9</P> <P style="MARGIN: 0px" align=left text-align="left">Who Is Responsible for Supervision? 9</P> <P style="MARGIN: 0px" align=left text-align="left">Supervision and Moral Purpose 12</P> <P style="MARGIN: 0px" align=left text-align="left">Organization of This Book 13</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 15</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART TWO</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Knowledge 17</P> <P style="MARGIN: 0px" align=left text-align="left">2 The Norm: Why Traditional Schools</P> <P style="MARGIN: 0px" align=left text-align="left">Are as They Are 19</P> <P style="MARGIN: 0px" align=left text-align="left">The Work Environment or Culture of Schools 20</P> <P style="MARGIN: 0px" align=left text-align="left">The Legacy of the One-Room Schoolhouse 21</P> <P style="MARGIN: 0px" align=left text-align="left">Cultures within Cultures 30</P> <P style="MARGIN: 0px" align=left text-align="left">Blaming the Victim and Structural Strain 31</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 32</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">3 The Dynamic School 33</P> <P style="MARGIN: 0px" align=left text-align="left">Shared Leadership, Collegiality, and Collaboration 34</P> <P style="MARGIN: 0px" align=left text-align="left">A Cause beyond Oneself 35</P> <P style="MARGIN: 0px" align=left text-align="left">Professional Development 36</P> <P style="MARGIN: 0px" align=left text-align="left">Positive Learning Climate 37</P> <P style="MARGIN: 0px" align=left text-align="left">Authentic Curriculum, Instruction, and Assessment 38</P> <P style="MARGIN: 0px" align=left text-align="left">Democracy 39</P> <P style="MARGIN: 0px" align=left text-align="left">Inquiry 40</P> <P style="MARGIN: 0px" align=left text-align="left">Cultural Responsiveness 41</P> <P style="MARGIN: 0px" align=left text-align="left">Partnerships and Networks 42</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 47</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">4 Adult and Teacher Development within</P> <P style="MARGIN: 0px" align=left text-align="left">the Context of the School 48</P> <P style="MARGIN: 0px" align=left text-align="left">Adults as Learners 49</P> <P style="MARGIN: 0px" align=left text-align="left">Adult and Teacher Development 59</P> <P style="MARGIN: 0px" align=left text-align="left">Development: Ebb and Flow 76</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 78</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">5 Reflections on Educational Beliefs, Teaching,</P> <P style="MARGIN: 0px" align=left text-align="left">and Supervision 79</P> <P style="MARGIN: 0px" align=left text-align="left">Instructional Goals and Effective Teaching 81</P> <P style="MARGIN: 0px" align=left text-align="left">Expert Teachers 82</P> <P style="MARGIN: 0px" align=left text-align="left">Beliefs about Education 84</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Beliefs 85</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Platform as Related to Educational Philosophy 87</P> <P style="MARGIN: 0px" align=left text-align="left">Checking Your Own Supervisory Beliefs 91</P> <P style="MARGIN: 0px" align=left text-align="left">What Does Your Belief Mean in Terms of Supervisor</P> <P style="MARGIN: 0px" align=left text-align="left">and Teacher Responsibility? 91</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 96</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART THREE</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Interpersonal Skills 97</P> <P style="MARGIN: 0px" align=left text-align="left">6 Supervisory Behavior Continuum:</P> <P style="MARGIN: 0px" align=left text-align="left">Know Thyself 99</P> <P style="MARGIN: 0px" align=left text-align="left">Outcomes of Conference 102</P> <P style="MARGIN: 0px" align=left text-align="left">Valid Assessment of Self 103</P> <P style="MARGIN: 0px" align=left text-align="left">Johari Window 104</P> <P style="MARGIN: 0px" align=left text-align="left">Cognitive Dissonance 106</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Self-Perceptions</P> <P style="MARGIN: 0px" align=left text-align="left">with Others&rsquo; Perceptions 107</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Self-Perceptions to Recorded Behaviors 109</P> <P style="MARGIN: 0px" align=left text-align="left">360-Degree Feedback 110</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 111</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">7 Directive Control Behaviors 113</P> <P style="MARGIN: 0px" align=left text-align="left">A History of Overreliance on Control 116</P> <P style="MARGIN: 0px" align=left text-align="left">Issues in Directive Control 118</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Directive Control Behaviors 118</P> <P style="MARGIN: 0px" align=left text-align="left">Moving from Directive Control toward Directive Informational Behaviors 119</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 120</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">8 Directive Informational Behaviors 121</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Directive Control and Directive Informational Statements 123</P> <P style="MARGIN: 0px" align=left text-align="left">Issues in the Directive Informational Approach 126</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Directive Informational Behaviors 127</P> <P style="MARGIN: 0px" align=left text-align="left">Moving from Directive Informational toward Collaborative Behaviors 127</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 128</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">9 Collaborative Behaviors 130</P> <P style="MARGIN: 0px" align=left text-align="left">Issues in Collaborative Supervision 135</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Collaborative Behaviors 136</P> <P style="MARGIN: 0px" align=left text-align="left">Moving from Collaborative toward Nondirective Behaviors 136</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 137</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">10 Nondirective Behaviors 139</P> <P style="MARGIN: 0px" align=left text-align="left">Initiating Nondirective Supervision 144</P> <P style="MARGIN: 0px" align=left text-align="left">Nondirective, Not Laissez-Faire, Supervision 145</P> <P style="MARGIN: 0px" align=left text-align="left">Issues with Nondirective Supervision 146</P> <P style="MARGIN: 0px" align=left text-align="left">When to Use Nondirective Behaviors 147</P> <P style="MARGIN: 0px" align=left text-align="left">Nondirective Supervision, Teacher Collaboration 148</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 149</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">11 Developmental Supervision 150</P> <P style="MARGIN: 0px" align=left text-align="left">Phase 1: Choosing the Best Approach 151</P> <P style="MARGIN: 0px" align=left text-align="left">Phase 2: Applying the Chosen Approach 155</P> <P style="MARGIN: 0px" align=left text-align="left">Phase 3: Fostering Teacher Development 156</P> <P style="MARGIN: 0px" align=left text-align="left">Not Algorithms, but Guideposts for Decisions 158</P> <P style="MARGIN: 0px" align=left text-align="left">Case Studies on Developmental Supervision 158</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 168</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART FOUR</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Technical Skills 169</P> <P style="MARGIN: 0px" align=left text-align="left">12 Assessing and Planning Skills 171</P> <P style="MARGIN: 0px" align=left text-align="left">Personal Plans 172</P> <P style="MARGIN: 0px" align=left text-align="left">Assessing Time 173</P> <P style="MARGIN: 0px" align=left text-align="left">Changing Time Allocations: Planning 176</P> <P style="MARGIN: 0px" align=left text-align="left">Assessing and Planning within the Organization 180</B></P><B> <P style="MARGIN: 0px" align=left text-align="left">Ways of Assessing Need 181</P> <P style="MARGIN: 0px" align=left text-align="left">Analyzing Organizational Needs 185</P> <P style="MARGIN: 0px" align=left text-align="left">Planning 189</P> <P style="MARGIN: 0px" align=left text-align="left">Cautions Concerning Planning 195</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 196</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">13 Observing Skills 197</P> <P style="MARGIN: 0px" align=left text-align="left">Formative Observation Instruments Are Not Summative</P> <P style="MARGIN: 0px" align=left text-align="left">Evaluation Instruments 200</P> <P style="MARGIN: 0px" align=left text-align="left">Ways of Describing 200</P> <P style="MARGIN: 0px" align=left text-align="left">Quantitative Observations 200</P> <P style="MARGIN: 0px" align=left text-align="left">Qualitative Observations 209</P> <P style="MARGIN: 0px" align=left text-align="left">Tailored Observation Systems 213</P> <P style="MARGIN: 0px" align=left text-align="left">Types and Purposes of Observation 216</P> <P style="MARGIN: 0px" align=left text-align="left">Technology-Enhanced Observation 217</P> <P style="MARGIN: 0px" align=left text-align="left">Collaborative Walkthroughs 219</P> <P style="MARGIN: 0px" align=left text-align="left">Cautions Concerning Observations 220</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 221</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">14 Evaluation Skills 222</P> <P style="MARGIN: 0px" align=left text-align="left">The Intersection of Instructional Supervision and Program Evaluation 223</P> <P style="MARGIN: 0px" align=left text-align="left">Judgments 224</P> <P style="MARGIN: 0px" align=left text-align="left">Key Decisions in the Program Evaluation Process 225</P> <P style="MARGIN: 0px" align=left text-align="left">Overall Instructional Program Evaluation 227</P> <P style="MARGIN: 0px" align=left text-align="left">Program Evaluation and Teacher Empowerment 232</P> <P style="MARGIN: 0px" align=left text-align="left">Teacher Evaluation 234</P> <P style="MARGIN: 0px" align=left text-align="left">Teacher Self-Evaluation 239</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 240</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left"><I>PART FIVE</I></P> <P style="MARGIN: 0px" align=left text-align="left">Technical Tasks of Supervision 243</P> <P style="MARGIN: 0px" align=left text-align="left">15 Direct Assistance to Teachers 245</P> <P style="MARGIN: 0px" align=left text-align="left">Clinical Supervision 246</P> <P style="MARGIN: 0px" align=left text-align="left">Comparing Clinical Supervision with Teacher Summative Evaluation 250</P> <P style="MARGIN: 0px" align=left text-align="left">Integrating Clinical Supervision and Developmental Supervision 251</P> <P style="MARGIN: 0px" align=left text-align="left">Peer Coaching 252</P> <P style="MARGIN: 0px" align=left text-align="left">Other Forms of Direct Assistance 255</P> <P style="MARGIN: 0px" align=left text-align="left">Beyond Technical Assistance: Improving Classroom Culture 257</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 257</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">16 Group Development 258</P> <P style="MARGIN: 0px" align=left text-align="left">Dimensions of an Effective Group 260</P> <P style="MARGIN: 0px" align=left text-align="left">Group Member Roles 261</P> <P style="MARGIN: 0px" align=left text-align="left">Applying Developmental Supervision to Groups 266</P> <P style="MARGIN: 0px" align=left text-align="left">Dealing with Dysfunctional Members 268</P> <P style="MARGIN: 0px" align=left text-align="left">Resolving Conflict 269</P> <P style="MARGIN: 0px" align=left text-align="left">Preparing for Group Meetings 273</P> <P style="MARGIN: 0px" align=left text-align="left">Establishing Ground Rules 274</P> <P style="MARGIN: 0px" align=left text-align="left">Collaborative Groups and School Improvement 275</P> <P style="MARGIN: 0px" align=left text-align="left">Dialogue: An Alternative Group Process 278</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 279</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">17 Professional Development 281</P> <P style="MARGIN: 0px" align=left text-align="left">Characteristics of Successful Professional Development Programs 283</P> <P style="MARGIN: 0px" align=left text-align="left">Integrating Schoolwide, Group, and Individual Professional Development 284</P> <P style="MARGIN: 0px" align=left text-align="left">Alternative Professional Development Formats 285</P> <P style="MARGIN: 0px" align=left text-align="left">Examples of Effective Professional Development Programs 287</P></B><B> <P style="MARGIN: 0px" align=left text-align="left">Stages of Professional Development 290</P> <P style="MARGIN: 0px" align=left text-align="left">Evaluating Professional Development Programs 291</P> <P style="MARGIN: 0px" align=left text-align="left">Teachers as Objects or Agents in Professional Development 294</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 297</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">18 Curriculum Development 297</P> <P style="MARGIN: 0px" align=left text-align="left">Sources of Curriculum Development 298</P> <P style="MARGIN: 0px" align=left text-align="left">Legislated Learning 299</P> <P style="MARGIN: 0px" align=left text-align="left">Curriculum Development as a Vehicle for Enhancing Collective Thinking</P> <P style="MARGIN: 0px" align=left text-align="left">about Instruction 301</P> <P style="MARGIN: 0px" align=left text-align="left">What Should Be the Purpose of the Curriculum? 302</P> <P style="MARGIN: 0px" align=left text-align="left">What Should Be the Content of the Curriculum? 302</P> <P style="MARGIN: 0px" align=left text-align="left">How Should the Curriculum Be Organized? 304</P> <P style="MARGIN: 0px" align=left text-align="left">In What Format Should the Curriculum Be Written? 305</P> <P style="MARGIN: 0px" align=left text-align="left">Curriculum Format as Reflective of Choice Given to Teachers 309</P> <P style="MARGIN: 0px" align=left text-align="left">Relationship of Curriculum Purpose, Content, Organization, and Format 310</P> <P style="MARGIN: 0px" align=left text-align="left">Levels of Teacher Involvement in Curriculum Development 311</P> <P style="MARGIN: 0px" align=left text-align="left">Integrating Curriculum Format with Developers and Levels of Development 312</P> <P style="MARGIN: 0px" align=left text-align="left">Matching Curriculum Development with Teacher Development 313</P> <P style="MARGIN: 0px" align=left text-align="left">The Curriculum and Cultural Diversity 315</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 320</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">19 Action Research: The School as the</P> <P style="MARGIN: 0px" align=left text-align="left">Center of Inquiry 321</P> <P style="MARGIN: 0px" align=left text-align="left">How Is Action Research Conducted? 323</P> <P style="MARGIN: 0px" align=left text-align="left">A Developmental Approach to Action Research 324</P> <P style="MARGIN: 0px" align=left text-align="left">Decisions about Action Research 325</P> <P style="MARGIN: 0px" align=left text-align="left">Action Research: Vehicle for a Cause beyond Oneself 327</P> <P style="MARGIN: 0px" align=left text-align="left">Characteristics of Successful Action Research 328</P> <P style="MARGIN: 0px" align=left text-align="left">Example of Action Research 330</P> <P style="MARGIN: 0px" align=left text-align="left">Expanding Boundaries: Alternative Approaches to Action Research 331</P></B> <P style="MARGIN: 0px" align=left text-align="left"><B>Shared Governance for Action Research 333</P> <P style="MARGIN: 0px" align=left text-align="left">Premises 334</P> <P style="MARGIN: 0px" align=left text-align="left">Suggestions for Assisting Action Research 338</P> <P style="MARGIN: 0px" align=left text-align="left">Conclusion: Focus, Structure, and Time for Development 339</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 339</P><B><I> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">PART SIX</P> <P style="MARGIN: 0px" align=left text-align="left"></I>Cultural Tasks of SuperVision 341</P> <P style="MARGIN: 0px" align=left text-align="left">20 Facilitating Change 343</P> <P style="MARGIN: 0px" align=left text-align="left">Chaos Theory 345</P> <P style="MARGIN: 0px" align=left text-align="left">Postmodern Theory 349</P> <P style="MARGIN: 0px" align=left text-align="left">Education Change Theory 352</P> <P style="MARGIN: 0px" align=left text-align="left">Change at the Individual Level 359</P> <P style="MARGIN: 0px" align=left text-align="left">Changing the Conditions of Teaching 359</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 363</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">21 Addressing Diversity 365</P> <P style="MARGIN: 0px" align=left text-align="left">Achievement Gaps among Economic, Racial, and Ethnic Groups 367</P> <P style="MARGIN: 0px" align=left text-align="left">A Societal or a School Problem? 368</P> <P style="MARGIN: 0px" align=left text-align="left">Cultural Clashes 370</P> <P style="MARGIN: 0px" align=left text-align="left">Culturally Responsive Teaching 374</P> <P style="MARGIN: 0px" align=left text-align="left">Culturally Responsive Schools 377</P> <P style="MARGIN: 0px" align=left text-align="left">Gender Equity 382</P> <P style="MARGIN: 0px" align=left text-align="left">Equity for Sexual Minorities 384</P> <P style="MARGIN: 0px" align=left text-align="left">Overarching Patterns 387</P> <P style="MARGIN: 0px" align=left text-align="left">Connecting the Technical Tasks of Supervision</P> <P style="MARGIN: 0px" align=left text-align="left">to Cultural Responsiveness 388</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 388</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">22 Building Community 390</P> <P style="MARGIN: 0px" align=left text-align="left">Democratic Community 392</P> <P style="MARGIN: 0px" align=left text-align="left">Moral Community 395</P> <P style="MARGIN: 0px" align=left text-align="left">Professional Learning Community 398</P> <P style="MARGIN: 0px" align=left text-align="left">Community of Inquiry 400</P> <P style="MARGIN: 0px" align=left text-align="left">Engagement with the Larger Community 402</P> <P style="MARGIN: 0px" align=left text-align="left">Five Attributes, One Community 405</P> <P style="MARGIN: 0px" align=left text-align="left">Conclusion 406</P></B> <P style="MARGIN: 0px" align=left text-align="left">Reflective Exercise 407</P><B> <P style="MARGIN: 0px" align=left text-align="left">&nbsp;</P> <P style="MARGIN: 0px" align=left text-align="left">Appendix A: Educational Philosophy? Q Sort* 409</P> <P style="MARGIN: 0px" align=left text-align="left">Appendix B: Review of Interpersonal Behavior in Four</P> <P style="MARGIN: 0px" align=left text-align="left">Supervisory Approaches 415</P> <P style="MARGIN: 0px" align=left text-align="left">References 417</P> <P style="MARGIN: 0px" align=left text-align="left">Name Index 439</P> <P style="MARGIN: 0px">Subject Index</P></B>Table of Contents0f8fc8f7-6d8d-4816-9b68-458cbd7149e6TOC291c0b58870-17a7-470a-a163-623160301b9b8d708e5a-5874-4064-be34-1bb99a4e2ee0<P style="MARGIN: 0px"><B>Invigorate learning with the Enhanced Pearson eText<BR></B>The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:</P> <UL> <LI> <DIV style="MARGIN: 0px"><B><I>Embedded videos</I></B> provide concrete examples of the concepts and ideas in action. (See pages 7, 58, and 253 for examples.)</DIV></LI></UL> <P style="MARGIN: 0px">Instructors, visit <A href="http://pearsonhighered.com/etextbooks" target=_blank>pearsonhighered.com/etextbooks</A> to register for your digital examination copy. Students, register for or purchase your eText at <A href="http://pearsonhighered.com/etextbooks" target=_blank>pearsonhighered.com/etextbooks</A>.</P> <P style="MARGIN: 0px">&nbsp;</P> <P style="MARGIN: 0px"></P> <P style="MARGIN: 0px"> <P style="MARGIN: 0px"></P> <P style="MARGIN: 0px"></P> <P style="MARGIN: 0px"></P><B> <P style="MARGIN: 0px"><B>Additional text features include:</B></P></B> <UL> <LI> <DIV style="MARGIN: 0px">Collegiality, reflective inquiry, and professional dialogue in <B>collegial supervision.</B></DIV> <LI> <DIV style="MARGIN: 0px">Supervision as a process and <B>collective action </B>toward a cause rather than a position.</DIV> <LI> <DIV style="MARGIN: 0px">The <B>purpose </B>of education, curriculum, student learning, teaching, and supervision.</DIV> <LI> <DIV style="MARGIN: 0px">The integration of <B>adult learning and adult development theories </B>with instructional supervision.</DIV> <LI> <DIV style="MARGIN: 0px"><B>Alternative approaches </B>to supervision that focus on teacher development and&nbsp;higher levels of thought, expertise, and commitment.</DIV> <LI> <DIV style="MARGIN: 0px">A variety of tools for <B>assessing, planning, observing, and evaluating.</B></DIV> <LI> <DIV style="MARGIN: 0px">Approaches to <B>engaging with the wider community.</B></DIV></LI></UL>Features5a515c2e-ad37-4b54-9126-a1aeca3e4dbeFEA5011110133413861SuperVision and Instructional Leadership: A Developmental Approach, Video-Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package, 9th Edition91