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
|What Is Supervision?|
|The Influence of History|
|Supervision in the Late 19th Century|
|Democratic Methods and Supervision|
|Understanding the History of Supervision|
|Implications for the Practice of Supervision|
|Assessing Belief Systems|
|How We Learn|
|Listening, Reflecting, and Clarifying Techniques|
|Approaches to Providing Feedback|
|Guidelines for Reflective Practice|
|Forty-Two Tools and Techniques for Observation|
|Quantitative Observation Tools|
|Qualitative Observation Tools|
|A Definition of Clinical Supervision|
|The Reflective Clinical Supervision Cycle|
|Book Study Groups|
|Lesson Study Groups|
|A Journey: From Peer Coaching to Critical Friends|
|Portfolios for Differentiated Supervision|
|The Case and Two Questions|
|Guidelines for Creating a Supervisory Platform|
|"For Me, Personally": My Supervisory Platform|
|Conclusion - Or Just a Beginning?|
Our focus is meaningful supervision in the current context.
· Detail will be added on how supervision can transform a school instructionally- school/instructional change. We have in-depth case studies about whole school change through supervision. These studies, in the current context, would be the major change.
· We will reorganize the whole third chapter so that as many tools as possible that focus on the teacher also have corresponding tools that focus on the student(s). I think there has to be an orientation towards meaningful "data collection" and looking at student responses are a part of that. All the tools must have an online component.
· Make minor changes in the interpersonal processes and in the cycle
· I'd also like to add, possibly a chapter, on how to do meaningful supervision within the contemporary high stakes environment. People using the book have to understand that the processes and cycles we recommend fit within any environment. A few models could be included.
· The fourth chapter on alternatives to traditional supervision needs up dating
Mentions in the Preface:
Therefore, in addition to continuing to focus on the issues of supervisory practices that value diverse learning styles of teachers and students alike and the technologies necessary to promote quality teaching and learning that formed the core of the third edition, we highlight two additional beliefs in this edition. Our declaration that instructional supervision, as best practice, is a school-wide process in which learning and teaching are the core of the school's mission, underlie the changes in Chapter 3, the new Chapter 6, and the new case studies in Chapter 5.