Secrets to supervising for instructional improvement!
With continual emphasis on student outcomes and state and national standards, supervision of instruction is an indispensable function that inspires good teaching and promotes student learning. More than ever, effective supervision is vital to instructional improvement and this new edition of Supervision That Improves Teaching and Learning pinpoints the strategies and techniques that matter most.
Susan Sullivan and Jeffrey Glanz approach supervision as a process for empowering teachers with ’super-vision’ to see and reflect upon their teaching in a non-judgmental way for improved instructional delivery. Fully updated and revised, this best-selling book features
- New observation tools centered on diversity and differentiated instruction
- Pairing tools for the same focus—one to observe the teacher and a second for the students
- New case studies on alternative approaches to supervision such as learning walks, lesson study, and book groups
- A new chapter on creating transformational change
- More on technology topics such as blogs, wikis, online and hybrid courses
- Scenarios highlighting English Language Learners and exceptional students
- Summary sheets and observation charts for use in the classroom
- Reflective microlabs to reinforce material and concepts
Featuring 42 qualitative and quantitative observation tools, Supervision That Improves Teaching and Learning encourages hands-on development of essential supervision skills.
’Sullivan and Glanz articulate a philosophy of supervision that puts student learning at the center, and puts the focus on talking about teaching (not teachers) in a deep and pragmatic way.’
—Jeremy Kahan, Assistant Principal
Ida Crown Jewish High School Academy, Chicago, IL
’This book will certainly prove to be useful as a guide for instructional leaders in both their on-going professional development as well as their daily practice tomorrow. It is not often that we have a book that is well grounded in the theory of instructional leadership while also being practical in its possible applications.’
—Zach Kelehear, Associate Dean for Academic Affairs
College of Education, University of South Carolina
Innehållsförteckning
Foreword to the Fourth Edition by Karen Osterman
Preface to the Fourth Edition
Acknowledgments
About the Authors
A Brief Note to Instructors
1. The Changing Context of Supervision
What Is Supervision?
The Influence of History
Supervision in the Late 19th Century
Democratic Methods and Supervision
Standards-Based Supervision
Understanding the History of Supervision
Implications for the Practice of Supervision
Assessing Belief Systems
Conclusion
Notes
2.Three Interpersonal Approaches to Supervision
How We Learn
Listening, Reflecting, and Clarifying Techniques
Approaches to Providing Feedback
Guidelines for Reflective Practice
Summary
Notes
3. Observation Tools and Techniques
Supervision Scenario
Forty-Two Tools and Techniques for Observation
Quantitative Observation Tools
Qualitative Observation Tools
Summary
Conclusion
Notes
4. An Introduction to Reflective Clinical Supervision
A Definition of Clinical Supervision
The Reflective Clinical Supervision Cycle
Conclusion
5. Alternative Approaches: Case Studies and Implementation Guidelines
Instructional Rounds
Book Study Groups
Lesson Study Groups
Peer Coaching
A Journey: From Peer Coaching to Critical Friends
Portfolios for Differentiated Supervision
Action Research
Conclusion
Notes
6. Creating Transformational Change Through a Focus on Instructional Supervision
Framework
The Case and Two Questions
Conclusion
7. Supervision to Improve Classroom Instruction: Next Steps
Next Steps
Guidelines for Creating a Supervisory Platform
’For Me, Personally’: My Supervisory Platform
Conclusion – Or Just a Beginning?
Resource A. Microlab Guidelines
Resource B. Fishbowl Guidelines
Resource C. Technology in the Classroom: Tips That Span the Traditional to the Virtual Classroom
Resource D. Observation Practice Sheets
References
Index
Om författaren
Jeffrey Glanz currently serves as a Senior Fellow at the Institute for University-School Partnership, Director of the Masters Program and the Raine and Stanley Silverstein Chair in Professional Ethics and Values at the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University. Prior to coming to YU, Dr. Glanz served as Dean of Graduate Programs and Chair of the Department of Education at Wagner College in Staten Island, New York. He also coordinated the educational leadership program that led to New York State certification as a principal and assistant principal. Prior to arriving at Wagner, he served as executive assistant to the president of Kean University in Union, New Jersey. Dr. Glanz held faculty status as a tenured professor in the Department of Instruction and Educational Leadership at Kean University’s College of Education. He was named Graduate Teacher of the Year in 1999 by the Student Graduate Association and was also that year’s recipient of the Presidential Award for Outstanding Scholarship. He served as a teacher and assistant principal in the New York City public schools. He has conducted numerous workshops and seminars internationally. Dr. Glanz has authored, coauthored, and co-edited 20 books and has many peer-reviewed article publications.
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