SuperVision and Instructional Leadership: A Developmental ApproachThis groundbreaking text in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision. The text's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped redefine the meaning of supervision and instructional leadership. The Eighth 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, "Supervision for What? Democracy and the Good School." Building on the success of previous editions, the Eighth Edition addresses hot issues such as school improvement, 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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Page 92
... goals but simply tells us how to accomplish certain things ( which may or may not be among our goals ) . Educators who care about the fate of all children must define goodness before they worry about effectiveness ; as supervisors , we ...
... goals but simply tells us how to accomplish certain things ( which may or may not be among our goals ) . Educators who care about the fate of all children must define goodness before they worry about effectiveness ; as supervisors , we ...
Page 93
... goals and student learning styles . To the mix of multiple learning goals and multiple instructional models , Orn- stein ( 1990 ) has added the concept of teaching style : Teaching style is a truncated version of a personality and ...
... goals and student learning styles . To the mix of multiple learning goals and multiple instructional models , Orn- stein ( 1990 ) has added the concept of teaching style : Teaching style is a truncated version of a personality and ...
Page 337
... goals . The schoolwide goals should be broad enough to allow groups and individuals to set their own goals , consistent with school goals . For an example of integrating schoolwide and group professional develop- ment , let us assume ...
... goals . The schoolwide goals should be broad enough to allow groups and individuals to set their own goals , consistent with school goals . For an example of integrating schoolwide and group professional develop- ment , let us assume ...
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Common terms and phrases
action research activities adult development adult learning Alexandria andragogy asked assessment Chaos theory chapter classroom clinical supervision cognitive cognitive dissonance collaborative commitment concerns conference cooperative learning critical curriculum Curriculum Development decision developmental supervision dialogue directive control directive informational discussion diverse effective schools example experience expertise faculty feedback focus force field analysis Gantt charts Glickman goals implementation individual instructional improvement interaction interpersonal involved issues Jossey-Bass Journal knowledge leader lesson levels LGBT meeting ment nondirective behaviors nondirective supervision observation organization parents participants peer coaching perceptions postmodern practice problem profes professional development professional learning communities qualitative qualitative research questions reflection relationships role school community school improvement schoolwide skills social staff development stage strategies student learning successful schools suggested supervisors and teachers supervisory approach task teacher development teacher or group teaching theory thinking tion tional transformative learning Write