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Supervision That Improves Teaching and Learning

Strategies and Techniques

By: Susan S. Sullivan, Jeffrey G. Glanz

Effective supervision is vital to instructional improvement, and this new edition of a bestseller pinpoints the techniques that matter most. Features 42 qualitative and quantitative observation tools.

Product Details

Grade Level: PreK-12
ISBN: 9781452255460
Published By: Corwin
Year: 2013
Page Count: 256
Publication date: February 08, 2013

Price: $48.95

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Description

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

Key features

The text, designed to be user friendly, provides examples of summary sheets and observation charts as well as "crib sheets" to enhance review and actual use in the classroom. Throughout each chapter are reflective microlabs and other activities designed to reinforce new material and concepts.

New scenarios describe teaching and learning dilemmas for English Language Learners and exceptional studnets. New observation tools center on the diversity of our schools, emphasizing the need for differentiated instruction in order to reach all children and ongoing assessment of learning. Finally, suggestions abound for use of the book within a technological environment – from blogs and wikis to strategies for teaching a hybrid or completely online course.

Author(s)

Susan S. Sullivan

Susan Sullivan is currently Chair of the Department of Education at the College of Staten Island (CSI), City University of New York (CUNY) where all undergraduate and graduate education programs are under the direction of the Chair. Previously, she was the Chair of the Education Department for six years. She continues to teach post master’s courses in supervision of instruction and educational leadership in the Department leadership program. She is co-principal investigator on an NSF grant that supports the Teacher Education Honors Academy and is a founder of the CSI High School for International Studies. In addition, she is currently planning a leadership program for Chinese school administrators.

Her continued research interests center on supervision of instruction and its alternatives, reflective practice, and the role of leadership and supervision of instruction, in particular, in school transformation, themes on which she continues to write journal articles. In addition to the third edition of Supervision that Improves Teaching and Learning: Strategies and Techniques, she and Jeffrey Glanz have coauthored a staff development book, Supervision in Practice, and are the authors of Building Effective Learning Communities.

Jeffrey G. Glanz

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.

Table of Contents

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

Reviews

"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. The authors promote a vision of everyone in the school as a learner, and practical tools, steps, and wisdom to help schools realize that vision."

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