Supervision and Instructional Leadership: A Developmental Approach" 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. |
From inside the book
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... task dimension and the person dimension . The task dimension represents the content and purpose of the group meeting . The task is what is to be accom- plished by the end of the meetings . Typical tasks of professional groups might be ...
... task behaviors , and the morning - after hangover is also analogous to the sense of accomplishment after a meeting devoid of task behaviors . Peo- ple would enjoy each other's company for its own sake ; everyone would have a wonderful ...
... Task forces are the last groups shown in Figure 20.2 . These ad hoc task groups of volunteers are formed after the executive council has solicited feed- back from all the liaison groups about perceived schoolwide instructional needs and ...
Contents
PART II | 17 |
Viewing School Culture in the Context of the Larger Culture | 33 |
What Schools Can Be | 39 |
Copyright | |
23 other sections not shown