Supervision and Instructional Leadership: A Developmental Approach
Allyn and Bacon, 2004 - Education - 508 pages
" I really like this book and my students do too. They all say, it is the one book they intend to keep after graduate school."
Helen M. Marks
"Ohio State University"
" This text is an engaging helpful resource in teaching students about instructional leadership."
This classic market leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful supervision.
The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped to redefine the meaning of supervision and instructional leadership for both scholars and practitioners. This sixth 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 as a Moral Endeavor." Building on the success of previous editions, the sixth edition now addresses hot issues such as school improvements, constructivist teaching, professional development, Chaos Theory, and state mandated standards. This is a resource that students purchase, use in class, and reference throughout their careers as education leaders.
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Beliefs about supervision and educational philosophy can be thought of in terms
of decision-making responsibility (see Table 5.3). An essentialist philosophy is
premised on the supervisor being the expert on instruction and therefore having
major decision-making responsibility. A situation of high supervisor responsibility
and low teacher responsibility is labeled directive supervision. An experimentalist
philosophy is premised on the supervisor and teachers being equal partners in ...
Restate the teacher's plan Key: T = Maximum teacher responsibility S = Maximum
supervisor responsibility t = Minimum teacher responsibility s = Minimum
supervisor responsibility FIGURE 11.1 The Supervisory Behavior Continuum:
Nondirective Behaviors are correct. Saying, "I like that idea," "Yes, that will work,"
"Ah, I agree with that," are, even unintentionally, influencing behaviors. A teacher,
like any other person, cannot help but be influenced by the judgments a
supervisor is ...
Motivation is premised on two dimensions: one is choice and the other is
responsibility to make knowledgeable decisions about one's work. That's why the
superintendent wants so badly to see this program on "effective elements" work.
The superintendent had the choice and took responsibility for making the
decision. The selected core of teachers also want to see this program work,
because they were given choice and responsibility in making decisions on how
to train others.
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Supervision for Successful Schools
PART ij Knowledge
What Schools Can Be
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