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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There are two dimensions of an effective professional group (Bales, 1953): the
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
accomplished by the end of the meetings. Typical tasks of professional groups
might be deciding on a new textbook, writing a new instructional schedule,
coordinating a particular curriculum, or preparing a professional development
plan. An effective group ...
and no task behaviors, and the morning-after hangover is also analogous to the
sense of accomplishment after a meeting devoid of task behaviors. People would
enjoy each other's company for its own sake; everyone would have a wonderful
time, but little would be done. Little's study of six urban, desegregated schools (
three elementary and three secondary schools) provides evidence that the two
schools identified as "high success" on teacher involvement in schoolwide
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 feedback from
all the liaison groups about perceived schoolwide instructional needs and
reviewed any existing data on schoolwide instruction. The executive council then
targets priority instructional areas for the next one to three years. Schoolwide
priorities might be such matters as increasing instructional time, coordinating
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Supervision for Successful Schools
PART ij Knowledge
What Schools Can Be
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