Supervision that improves teaching and learning : strategies and techniques / Susan Sullivan, Jeffrey Glanz. [print]

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.

Education

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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 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.