SuperVision and Instructional Leadership: A Developmental Approach 10th Edition, ISBN-13: 978-0134449890
[PDF eBook eTextbook]
- Publisher: Pearson; 10th edition (January 8, 2017)
- Language: English
- 528 pages
- ISBN-10: 0134449894
- ISBN-13: 978-0134449890
A ground-breaking look at instructional leadership and supervision, updated to keep pace with the purposes, practices, structure, and language of supervision today.
The new edition of SuperVision and Instructional Leadership continues the innovative approach that has made it so widely popular, and includes a number of new content changes that bring the subject matter thoroughly up to date. Long recognized as a leading text in the field, this book calls for a collegial approach to instructional supervision; considers the knowledge necessary for successful supervision; discusses interpersonal skills, including different approaches to supervision and how they are used in developmental supervision; presents the technical skills of supervision, such as observing, assessing, planning, implementing, and evaluating; describes the technical tasks of supervision; and deals with the cultural tasks of supervision. A variety of learning aids ensure understanding of the theories and concepts.
Table of Contents:
Part One: Introduction
1 SuperVision for Successful Schools
Part Two: Knowledge
2 The Norm: Why Traditional Schools Are as They Are
3 The Dynamic School
4 Adult and Teacher Development Within the Context of the School
5 Reflections on Educational Beliefs, Teaching, and Supervision
Part Three: Interpersonal Skills
6 Supervisory Behavior Continuum: Know Thyself
7 Directive Control Behaviors
8 Directive Informational Behaviors
9 Collaborative Behaviors
10 Nondirective Behaviors
11 Developmental Supervision
Part Four: Technical Skills
12 Observing Skills
13 Assessing and Planning Skills
14 Implementation and Evaluation Skills
Part Five: Technical Tasks of Supervision
15 Direct Assistance to Teachers
16 Evaluation of Teaching
17 Group Development
18 Professional Development
19 Curriculum Development
20 Action Research: The School as the Center of Inquiry
Part Six: Cultural Tasks of Supervision
21 Facilitating Change
22 Addressing Diversity
23 Building Community
Carl D. Glickman is Professor Emeritus of Education at the University of Georgia. He began his career as a Teacher Corp intern in the rural south and later was a principal of award-winning schools in New Hampshire. At the University of Georgia he and colleagues founded the Georgia League of Professional Schools, a nationally validated network of high-functioning public schools dedicated to the principles of democratic education. He is the author or editor of 14 books on school leadership, educational renewal, and the moral imperative of education.
Stephen P. Gordon is a professor of Education and Community Leadership at Texas State University. He is author of the book Professional Development for School Improvement, co-author of the books The Basic Guide to Supervision and Instructional Leadership, and How to Help Beginning Teachers Succeed, and editor of the books Collaborative Action Research and Standards for Instructional Supervision: Enhancing Teaching and Learning. Dr. Gordon, the former director of the National Center for School Improvement, also was lead consultant for the ASCD video series Improving Instruction through Observation and Feedback.
Jovita M. Ross-Gordon is a professor of Adult, Professional and Community Education at Texas State University Dr. Ross-Gordon is the author, editor, or co-editor of several books including the 2010 Handbook of Adult and Continuing Education. She has also published numerous chapters and articles on the teaching and learning of adults, particularly in the setting of higher education. She is currently co-editor-in-chief of New Directions for Adult and Continuing Education, and has served in numerous leadership positions with professional organizations focusing on adult education.
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