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The Basic Guide to Supervision and Instructional Leadership, 2/E
Carl D. Glickman, Texas State University
Stephen P. Gordon, Texas State University
Jovita M. Ross-Gordon, Texas State University

ISBN-10: 0205578594
ISBN-13: 9780205578597

Publisher: Allyn & Bacon
Copyright: 2009
Format: Paper; 384 pp
Published: 04/30/2008

Suggested retail price: $74.80
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This brief version of the classic market leading text in instructional leadership and supervision continues to challenge and expand the conventional structure of successful supervision.

 

This shortened version maintains the original text’s emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision while editing chapters to create a more accessible format. This new edition continues the book’s trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter on “Supervision for What? Democracy and the Good School.”

 

This new book addresses hot issues such as school improvements, professional development, Chaos Theory, and state and federally mandated standards.

  • Brief and more accessible paperback format for ease of use.
  •  A call for supervision to be collegial rather than hierarchical, the province of teachers as well as supervisors. The focus is on teacher growth rather than compliance, based on teacher collaboration, and characterized by continuous, reflective inquiry (Chapter 1).
  •  Developmental supervision, the supervisory behavior continuum, and four interpersonal approaches to supervision (directive control, directive informational, collaborative, and nondirective, Chapters 6-12).
  •  Technical Skills of supervision: assessing, planning, observing, research, program evaluation, and teacher evaluation (Chapters 13-15).
  •  The tasks of supervision: direct assistance (clinical supervision, peer coaching, etc), group development, professional development, curriculum development, and action research (Chapters 16-20).
  •  Reviews new research on effective professional development (Chapter 18), critiques modern forms of “teacher proof curriculum” (Chapter 19), and examines guidelines for effective action research (Chapter 20).
  •  Change, including discussions of change from the leader’s view, change from the teacher’s view, chaos theory applied to school and classroom change, and creating a culture for change (Ch. 21).

  • The relationship of school improvement with the local community and larger society (Chapters 2,3) is explored to show how school change is relevant to all phases of life.
  • The text now connects supervision with cultural diversity and social justice (Chapters 2, 3, 4, 14, 16, 19, 20, 22) so that school leaders can act in accordance with these new realities.
  •  Supervisor self-assessment (Chapter 5) is included to illustrate how school leaders can reflect on and change their behaviors. In addition, critical reflection on supervisory behaviors (Chapters 8, 9, 10, 11, 12) is emphasized where appropriate.
  • Expanding boundaries:  Alternative Approaches to Action Research (Ch. 20) are included to show how supervisors can work more closely with classroom teachers.
  • Presents a new chapter, “Supervision for What? Democracy and the Good School (Chapter 22) that discusses ethical supervision in relation to No Child Left Behind.

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.
The Agony of Thought and Feeling.

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.
 


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.
Summary

 
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 Teacher Development.
Development: Ebb and Flow.
Propositions.


5. Reflections on Schools, Teaching, and Supervision.

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?
Summary, Conclusions, and Propositions.

III. INTERPERSONAL SKILLS.


6. Supervisory Behavior Continuum: Know Thyself.

Outcomes of Conference.
Valid Assessment of Self.
Johari Window.
Cognitive Dissonance.
Summary, Conclusions, and Preview.


7. Developmental Supervision: An Introduction.

Case Study One.
Case Study Two.
Case Study Three.
Case Study Four.
Developmental Supervision.
Summary and a Look Ahead.


8. Directive Control Behaviors.

Directive Control Behaviors with Individuals.
Directive Control Behaviors with Groups.
A History of Overreliance on Control.
Issues in Directive Control.
When to Use Directive Control Behaviors.
Moving from Directive Control toward Directive Informational Behaviors.


9. Directive Informational Behaviors.

Directive Informational Behaviors with Individuals.
Directive Informational Behaviors with Groups.
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.


10. Collaborative Behaviors.

Collaborative Behaviors with Individuals.
Collaborative Behaviors with Groups.
Issues in Collaborative Supervision.
When to Use Collaborative Behaviors.
Moving from Collaborative toward Nondirective Behaviors.
Collaboration and Cooperation.


11. Nondirective Behaviors.

Nondirective Behaviors with Individuals.
Nondirective Behaviors with Groups.
Initiating Nondirective Supervision.
Nondirective, Not Laissez Faire, Supervision.
Issues with Nondirective Supervision.
When to Use Nondirective Behaviors.
Nondirective Supervision, Teacher Collaboration.


12. Developmental Supervision: Theory and Practice.

Rationale for Developmental Supervision.
Applying Developmental Supervision.
Not Algorithms, But Guideposts for Decisions.

IV. TECHNICAL SKILLS.


13. Assessing and Planning Skills.

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?


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.


15. Research and Evaluation Skills.

Alternative Approaches to Research and Evaluation.
Judgments.
Evaluating Specific Instructional Programs.
Key Decisions in the Evaluation Process.
Multiple Sources and Methods.
Overall Instructional Program Evaluation.
What About High Stakes Tests and New Forms of Assessment?

Teacher Evaluation.

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.
 Developmental Considerations in Direct Assistance.


17. Group Development.

Dimensions of an Effective Group.
Group Member Roles.
Changing Group Leadership Style.
Applying Developmental Supervision to Groups

Comparing Developmental Supervision with Situational Leadership

Dealing with Dysfunctional Members.
Resolving Conflict.
Preparing for Group Meetings.

18. Professional Development.

Why the Need for Professional Development?
Characteristics of Successful Professional Development Programs.
Individual Teacher-Based Professional Development.
Alternative Professional Development Formats.
Examples of Effective Professional Development Programs.
Stages of Professional Development.
 The Nuts and Bolts.
Teachers as Objects or Agents in Professional Development.


19. Curriculum Development.

Sources of Curriculum Development.
Teacher-Proof Curriculum.
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.
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction.


20. Action Research: The School as the Center of Inquiry.

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.
Shared Governance for Action Research.
Personal Examples of School-Based Action Research Plans.
Conclusion: Focus, Structure, and Time for Development.

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.
 What Is School Success?


22. Supervision for What? Democracy and the Good School

The Good School and Moral Principles

Priorities

Using Supervision to Promote the Good School

Conclusion

 

Name Index.
Subject Index.

    This brief version of the classic market leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful supervision.

    This shortened version maintains the original text's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision while editing chapters to create a more accessible format. This new edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter on “Supervision for What? Democracy and the Good School.”

    This new book addresses hot issues such as school improvements, constructivist teaching, professional development, Chaos Theory, and state mandated standards.

  • 020540443XSuperVision and Instructional Leadership, Brief Edition
    Glickman, Gordon & Ross-Gordon
    © 2005 | Allyn & Bacon | Paper; 384 pages | Instock
    ISBN-10: 020540443X | ISBN-13: 9780205404438
    Brief Description

The Basic Guide to SuperVision and Instructional Leadership, Second Edition

 

This brief version of the classic, market-leading text in instructional leadership and supervision continues to challenge and expand the conventional structure of successful supervision.

 

New to This Edition

  • The relationship of school improvement with the local community and larger society is explored to show how school change is relevant to all phases of life (Chapters 2 and 3).
  • The text now connects supervision with cultural diversity and social justice so that school leaders can act in accordance with these new realities (Chapters 2, 3, 4, 5, 14, 16, 19, 20, and 22).
  • Supervisor self-assessment is included to illustrate how school leaders can reflect on and change their behaviors (Chapter 5). In addition, critical reflection on supervisory behaviors is emphasized where appropriate (Chapters 8, 9, 10, and 11).
  • The new section “Expanding Boundaries:  Alternative Approaches to Action Research” shows how supervisors can work more closely with classroom teachers (Chapter 20).
  • All new “Applying Moral Principles to a Moral Dilemma” discusses ethical supervision in relation to No Child Left Behind (Chapter 22).

Here’s what your colleagues are saying:

 

“Of all the books we use in the program, I think Glickman et al.’s book is the most practical and meaningful one. I always encourage my students to keep this book in their professional library and refer to it when they become a practicing principal.”

–Vernon Smith, Indiana University Northwest

 

“I have not found a better textbook to use for my students.”

–Carol Higy, University of North Carolina, Pembroke

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