Supervision that improves teaching and learning : strategies and techniques /
Sullivan, Susan, 1943-,
Supervision that improves teaching and learning : strategies and techniques / [print] Susan Sullivan, Jeffrey Glanz. - fourth edition. - Thousand Oaks, California : Corwin, (c)2013. - xix, 235 pages : illustrations ; 28 cm
Includes bibliographies and index.
The Changing Context of Supervision -- What Is Supervision? -- The Evolution of Supervision -- The Influence of History -- The History -- Supervision in the Late 19th Century -- The Emergence of the Distinct Position of Supervisor -- Bureaucratic Methods in Supervision as Social Efficiency -- Democratic Methods in Supervision -- Scientific Supervision -- Supervision as Leadership -- Clinical Supervision -- Democratic Methods and Supervision -- Standards-Based Supervision -- The Persistence of Standards-Based Supervision or the New Accountability Era -- Understanding the History of Supervision -- Implications for the Practice of Supervision -- Present Context and Future Necessities -- Assessing Belief Systems -- Interpreting Answers to the Questionnaire -- Conclusion -- Notes -- Three Interpersonal Approaches to Supervision -- How We Learn -- Listening, Reflecting, and Clarifying Techniques -- Communication in the Age of the Internet and Social Media -- Reflective Practice -- Approaches to Providing Feedback -- Elena's Dilemma -- The Directive Informational Approach -- The Collaborative Approach -- The Self-Directed Approach -- Guidelines for Reflective Practice -- Reflective Practice -- Summary -- Notes -- Observation Tools and Techniques -- Supervision Scenario -- Analysis -- Practice -- Forty-Two Tools and Techniques for Observation -- Quantitative Observation Tools -- Teacher Verbal Behaviors -- Student Responding to Verbal Behaviors -- Teacher Questions Using Bloom's Taxonomy -- Student Responses to Questions Indicating Bloom's Taxonomy Levels -- Teacher Questions Using Webb's Depth of Knowledge -- Student Responses Using Webb's Depth of Knowledge -- Student On-Task and Off-Task Behaviors -- Diagram of Verbal Interactions -- Gardner's Multiple Intelligences -- Student Use of Gardner's Multiple Intelligences -- Hunter's Steps in Lesson Planning -- Group Work Criteria -- Group Performance: Assessment of Individual Participation -- Diagram of Teacher Utilization -- Diagram of Student Space Utilization -- Feedback -- Teacher-Pupil Interaction -- Indicators of Culturally Diverse Learners -- Strategies for Diverse Learners -- Accommodations and Modifications for English-Language Learners -- The Differentiated Classroom -- Students' Construction of Meaning on Their Own -- Learning Centers -- Co-teaching: Push-in Model (initial observation) -- Strategies for Students With Speech and Language Impairments -- Guided Reading -- Read-Aloud/Story Time -- Teacher Language During Center-Based Learning in Pre-Kindergarten Classrooms -- Common Core Standards in Mathematics -- Teacher Behaviors Keyed to Accountable Talk -- Student Behaviors Keyed to Accountable Talk -- Qualitative Observation Tools -- Detached Open-Ended Narrative -- Participant Open-Ended Observation -- Child-Centered Learning Observation -- Nonverbal Techniques -- Questioning Techniques -- Strategies for Diverse Learners -- Differentiated Instruction -- Guided Reading -- Team Teaching in the Inclusion or General Education Classroom -- Classroom Assessment in the Differentiated Classroom -- Summary -- Conclusion -- Notes -- An Introduction to Reflective Clinical Supervision -- A Definition of Clinical Supervision -- The Reflective Clinical Supervision Cycle -- The Planning Conference -- The Observation -- The Feedback Conversation -- Collaborative Reflection -- Conclusion -- Alternative Approaches: Case Studies and Implementation Guidelines -- Instructional Rounds -- A Definition -- Stages for Implementation -- Reflective Practice -- Book Study Groups -- A Definition -- Stages for Implementation -- Reflective Practice -- Lesson Study Groups -- Definition -- Stages for Implementation -- Reflective Practice -- Peer Coaching -- A Definition -- Stages for Implementation -- Reflective Practice -- A Journey: From Peer Coaching to Critical Friends -- A Definition -- Stages for Implementation -- Reflective Practice -- Portfolios for Differentiated Supervision -- A Definition -- Stages for Implementation (based on the PS 6 process) -- Reflective Practice -- Action Research -- A Definition -- Stages for Implementation -- Reflective Practice -- Conclusion -- Notes -- Creating Transformational Change Through a Focus on Instructional Supervision -- Framework -- The Case and Two Questions -- A New Vision for Excellence -- The Change Process -- Conclusion -- Supervision to Improve Classroom Instruction: Next Steps -- Next Steps -- Guidelines for Creating a Supervisory Platform -- Class Practice -- "For Me, Personally": My Supervisory Platform -- For My Inner Circle -- For My School -- For the District in the Future -- Conclusion -- Or Just a Beginning?.
More than ever, effective supervision is vital to instructional improvement and this new edition of a bestseller pinpoints the process and techniques that matter most. Featuring 42 qualitative and quantitative observation tools, this new edition includes: - New observation tools centered on diversity. - New case studies on alternative approaches to supervision. - A new chapter on creating transformational change. - More on technology topics such as blogs and online courses. - New scenarios highlighting English Language Learners and exceptional students. - Emphasis on empowering teachers to reflect and improve upon instruction.
9781452255460
2012039615
GBB317854 bnb
016284737 Uk
Effective teaching--United States.
School supervision--United States.
Teacher effectiveness--United States.
Instructional Methods.
LB2806.S952.S874 2013
Supervision that improves teaching and learning : strategies and techniques / [print] Susan Sullivan, Jeffrey Glanz. - fourth edition. - Thousand Oaks, California : Corwin, (c)2013. - xix, 235 pages : illustrations ; 28 cm
Includes bibliographies and index.
The Changing Context of Supervision -- What Is Supervision? -- The Evolution of Supervision -- The Influence of History -- The History -- Supervision in the Late 19th Century -- The Emergence of the Distinct Position of Supervisor -- Bureaucratic Methods in Supervision as Social Efficiency -- Democratic Methods in Supervision -- Scientific Supervision -- Supervision as Leadership -- Clinical Supervision -- Democratic Methods and Supervision -- Standards-Based Supervision -- The Persistence of Standards-Based Supervision or the New Accountability Era -- Understanding the History of Supervision -- Implications for the Practice of Supervision -- Present Context and Future Necessities -- Assessing Belief Systems -- Interpreting Answers to the Questionnaire -- Conclusion -- Notes -- Three Interpersonal Approaches to Supervision -- How We Learn -- Listening, Reflecting, and Clarifying Techniques -- Communication in the Age of the Internet and Social Media -- Reflective Practice -- Approaches to Providing Feedback -- Elena's Dilemma -- The Directive Informational Approach -- The Collaborative Approach -- The Self-Directed Approach -- Guidelines for Reflective Practice -- Reflective Practice -- Summary -- Notes -- Observation Tools and Techniques -- Supervision Scenario -- Analysis -- Practice -- Forty-Two Tools and Techniques for Observation -- Quantitative Observation Tools -- Teacher Verbal Behaviors -- Student Responding to Verbal Behaviors -- Teacher Questions Using Bloom's Taxonomy -- Student Responses to Questions Indicating Bloom's Taxonomy Levels -- Teacher Questions Using Webb's Depth of Knowledge -- Student Responses Using Webb's Depth of Knowledge -- Student On-Task and Off-Task Behaviors -- Diagram of Verbal Interactions -- Gardner's Multiple Intelligences -- Student Use of Gardner's Multiple Intelligences -- Hunter's Steps in Lesson Planning -- Group Work Criteria -- Group Performance: Assessment of Individual Participation -- Diagram of Teacher Utilization -- Diagram of Student Space Utilization -- Feedback -- Teacher-Pupil Interaction -- Indicators of Culturally Diverse Learners -- Strategies for Diverse Learners -- Accommodations and Modifications for English-Language Learners -- The Differentiated Classroom -- Students' Construction of Meaning on Their Own -- Learning Centers -- Co-teaching: Push-in Model (initial observation) -- Strategies for Students With Speech and Language Impairments -- Guided Reading -- Read-Aloud/Story Time -- Teacher Language During Center-Based Learning in Pre-Kindergarten Classrooms -- Common Core Standards in Mathematics -- Teacher Behaviors Keyed to Accountable Talk -- Student Behaviors Keyed to Accountable Talk -- Qualitative Observation Tools -- Detached Open-Ended Narrative -- Participant Open-Ended Observation -- Child-Centered Learning Observation -- Nonverbal Techniques -- Questioning Techniques -- Strategies for Diverse Learners -- Differentiated Instruction -- Guided Reading -- Team Teaching in the Inclusion or General Education Classroom -- Classroom Assessment in the Differentiated Classroom -- Summary -- Conclusion -- Notes -- An Introduction to Reflective Clinical Supervision -- A Definition of Clinical Supervision -- The Reflective Clinical Supervision Cycle -- The Planning Conference -- The Observation -- The Feedback Conversation -- Collaborative Reflection -- Conclusion -- Alternative Approaches: Case Studies and Implementation Guidelines -- Instructional Rounds -- A Definition -- Stages for Implementation -- Reflective Practice -- Book Study Groups -- A Definition -- Stages for Implementation -- Reflective Practice -- Lesson Study Groups -- Definition -- Stages for Implementation -- Reflective Practice -- Peer Coaching -- A Definition -- Stages for Implementation -- Reflective Practice -- A Journey: From Peer Coaching to Critical Friends -- A Definition -- Stages for Implementation -- Reflective Practice -- Portfolios for Differentiated Supervision -- A Definition -- Stages for Implementation (based on the PS 6 process) -- Reflective Practice -- Action Research -- A Definition -- Stages for Implementation -- Reflective Practice -- Conclusion -- Notes -- Creating Transformational Change Through a Focus on Instructional Supervision -- Framework -- The Case and Two Questions -- A New Vision for Excellence -- The Change Process -- Conclusion -- Supervision to Improve Classroom Instruction: Next Steps -- Next Steps -- Guidelines for Creating a Supervisory Platform -- Class Practice -- "For Me, Personally": My Supervisory Platform -- For My Inner Circle -- For My School -- For the District in the Future -- Conclusion -- Or Just a Beginning?.
More than ever, effective supervision is vital to instructional improvement and this new edition of a bestseller pinpoints the process and techniques that matter most. Featuring 42 qualitative and quantitative observation tools, this new edition includes: - New observation tools centered on diversity. - New case studies on alternative approaches to supervision. - A new chapter on creating transformational change. - More on technology topics such as blogs and online courses. - New scenarios highlighting English Language Learners and exceptional students. - Emphasis on empowering teachers to reflect and improve upon instruction.
9781452255460
2012039615
GBB317854 bnb
016284737 Uk
Effective teaching--United States.
School supervision--United States.
Teacher effectiveness--United States.
Instructional Methods.
LB2806.S952.S874 2013