All chapters conclude with “Exercises,” “References,” and “Suggested Readings.”
I. INTRODUCTION.
1. SuperVision for Successful Schools.
SuperVision: A New Name for a New Paradigm.
Supervisory Glue as a Metaphor for Success.
Who Is Responsible for SuperVision?
Organization of This Book.
Supervision and Moral Purpose.
Practitioner Reflection: When is Collegiality Real?
II. KNOWLEDGE.
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.
To Qualify, Summarize, and Propose.
Practitioner Reflection: Peace as a New Environmental (by Cheryl Sirais)
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.
Practitioner Reflection: A Case for Engaging in school improvement Initiatives (by Gary Davidson
4. Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice.
Adults as Learners.
Adult and Teacher Development.
Developmental Theories of Motivation and TeacherDevelopment.
Development: Ebb and Flow.
Influences on Teacher Development.
Propositions.
Practitioner Reflection: Adult Learning for Student Learning (by Laurlee Pananien)
5. Reflections on Schools, Teaching, and Supervision.
Effective Teaching Research: A Historical Perspective.
Cautions Concerning Effective Teaching Research.
The Coast of Britain.
Effective and Good Schools: The Same?
Changing Views: New Emphasis on Constructivist Teaching and Learning.
Instructional Improvement and Effective Teaching.
Beliefs about Education.
Supervision Beliefs.
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?
The Authors' Supervisory Platform.
Summary, Conclusions, and Propositions.
Practitioner Reflection: Supervisory Platform: What’s Your Story? (By Rosa M. Pena)
III. INTERPERSONAL SKILLS.
6. Supervisory Behavior Continuum: Know Thyself.
Outcomes of Conference.
Valid Assessment of Self.
Johari Window.
Cognitive Dissonance.
Comparing Self-Perceptions with Other Perceptions.
Summary, Conclusions, and Preview.
Practitioner Reflection: Re-Rooting (by Holly Galloway)
7. Developmental Supervision: An Introduction.
Case Study One.
Case Study Two.
Case Study Three.
Case Study Four.
Developmental Supervision.
Summary and a Look Ahead.
Practitioner Reflection:
8. Directive Control Behaviors.
Directive Continum of Behaviors.
A History of Overreliance on Control.
Issues in Directive Control.
When to Use Directive Control Behaviors.
Moving from Directive Control toward Directive Informational Behaviors.
Practitioner Reflection: Directive Control Behaviors When other Leadership Styles Haven’t Made and Impact (by Karin Pogna)
9. Directive Informational Behaviors.
Directive Continum of Behaviors.
Comparing Directive Control and Directive Informational Statements.
Issues in the Directive Informational Approach.
When to Use Directive Informational Behaviors.
Moving from Directive Informational toward Collaborative Behaviors.
Practitioner Reflection: The Lesson Plan (by Julie N. Diehl)
10. Collaborative Behaviors.
Collaborative Continum of Behaviors.
Collaborative Behaviors with Groups.
Issues in Collaborative Supervision.
When to Use Collaborative Behaviors.
Moving from Collaborative toward Nondirective Behaviors.
Collaboration and Cooperation.
Practitioner Reflection: Going Beyond Collaborative Language (by Jan Newby-Parham)
11. Nondirective Behaviors.
Nondirective Continum of Behaviors.
Initiating Nondirective Supervision.
Nondirective, Not Laissez Faire, Supervision.
Issues with Nondirective Supervision.
When to Use Nondirective Behaviors.
Nondirective Supervision, Teacher Collaboration.
Practitioner Reflection: A Nondirective Approach as I’m Developing (by Lynn M. Rasmussen)
12. Developmental Supervision: Theory and Practice.
Rationale for Developmental Supervision.
Applying Developmental Supervision.
Not Algorithms, But Guideposts for Decisions.
Practitioner Reflection: Using Developmental Supervision in the Curriculum Development Process (by Denise Villa)
IV. TECHNICAL SKILLS.
13. Assessing and Planning Skills.
Personal Plans.
Assessing Time.
Changing Time Allocations: Planning.
Assessing and Planning within the Organization.
Ways of Assessing Needs.
Analyzing Organizational Needs.
Planning.
Models Combining Assessment and Planning.
Strategic Planning.
Planning: To What Extent?
Practitioner Reflection: Creative Double Think — holding Two Contradicting Ideas and Making it Work (by Sherrie Gibney Sherman)
14. Observing Skills.
Formative Observation Instruments Are Not Summative Evaluation Instruments.
Ways of Describing.
Quantitative Observations.
Quantitative and Qualitative Instruments.
Qualitative Observations.
Tailored Observation Systems.
Types and Purposes of Observations.
Further Cautions When Using Observations.
Practitioner Reflection: Observations (by Cathryn Mitchell)
15. Research and Evaluation Skills.
Alternative Approaches to Research and Evaluation.
Judgments.
Evaluating Specific Instructional Programs.
Key Decisions in the Evaluation Process.
Evidence of Program Outcomes.
Multiple Sources and Methods.
Overall Instructional Program Evaluation.
Other Considerations for Evaluation.
Teacher Evaluation.
Practitioner Reflection:
V. TASKS OF SUPERVISION.
16. Direct Assistance to Teachers.
Clinical Supervision.
Comparing Clinical Supervision with Teacher Evaluation.
Integrating Clinical Supervision and Developmental Supervision.
Peer Coaching.
Other Forms of Direct Assistance.
Establishing Procedures for Direct Assistance.
Developmental Considerations in Direct Assistance.
Practitioner Reflection: A Springboard to Professional Learning Communities (by Pam Johnson)
17. Group Development.
Dimensions of an Effective Group.
Group Member Roles.
Changing Group Leadership Style.
Applying Developmental Supervision of Groups.
Dealing with Dysfunctional Members.
Resolving Conflict.
Preparing for Group Meetings.
Procedures for Large-Group Involvement.
Practitioner Reflection: Working Toward the Big Picture (by Susan Maxey)
18. Professional Development.
Why the Need for 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.
Matching Professional Development to Teacher Characteristics.
The Nuts and Bolts.
Teachers as Objects or Agents in Professional Development.
Practitioner Reflection: Professional Development as Time Will Spent (by Cheyl Granade Sullivan)
19. Curriculum Development.
Sources of Curriculum Development.
Teacher-Proof Curriculum.
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.
Practitioner Reflection: We own Our Results: A Reflection on Context and Accountability ( By Kevin Tarhlein)
20. Action Research: The School as the Center of Inquiry.
Action Research: The Concept.
How Is Action Research Conducted?
A Developmental Approach to Action Research.
Decisions about Action Research.
Action Research: Vehicle for a Cause beyond Oneself.
Examples of Action Research.
Action Research Leagues.
Shared Governance for Action Research.
Examples of Shared Governance for Schoolwide Action Research.
Suggestions for Action Research.
Conclusion: Focus, Structure, and Time for Development.
Practitioner Reflection: An Instructional Leader’s Experience with Action Research (by Danda Bashara)
VI. FUNCTION OF SUPERVISION.
21. SuperVision, Change, and School Success.
Assumptions about Change.
Change from the Teacher's View.
Chaos Theory and Change.
Chaos Theory Applied to School Change.
Implications of Chaos Theory at the Classroom Level.
Creating a Culture for Change.
Changing the Conditions of Teaching.
The Role of SuperVision and Supervisor in School Improvement.
What Is School Success?
Practitioner Reflection: The Heart of School Change: Teachers Working Together (by Barbara F. Lunsford)
22. SuperVision for Democratic Education: Returning to Our Core.
Systemic Reform around Purpose.
The Good School and Moral Principles.
Priorities.
Appliying Moral Principles to a Moral Dilemma: No Child Left Behind
Conclusion
Practitioner Reflection: Democracy at its Best (by Daniel Kaufman)
Appendix A: What Is Your Educational Philosophy?
Appendix B: Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches.
Name Index.
Subject Index.
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