000			07066cam a2200517 i 4500
001			ocn781684052
003			OCoLC
005			20240725203636.0
008			121022s2013 caua b 001 0 eng
010			_a2012039615
015			_aGBB317854 _2bnb
016	7		_a016284737 _2Uk
020			_a9781452255460 _q(pa(print & electronic)rback)
029	1		_aAU@ _b000050152378
029	1		_aNZ1 _b14895496
029	1		_aUKMGB _b016284737
035			_a(OCoLC)781684052
040			_aDLC _beng _erda _cDLC _dYDX _dBTCTA _dYDXCP _dUKMGB _dBWX _dSCO _dCDX _dSTF _dCUD _dOCLCF _dOCLCQ _dUV1 _dOCLCO
042			_apcc
043			_an-us---
049			_aSBIM
050	0	4	_aLB2806.S952.S874 2013
100	1		_aSullivan, Susan, _d1943-, _e1
245	1	0	_aSupervision that improves teaching and learning : _bstrategies and techniques / _cSusan Sullivan, Jeffrey Glanz. _hPR
250			_afourth edition.
260			_aThousand Oaks, California : _bCorwin, _c(c)2013.
300			_axix, 235 pages : _billustrations ; _c28 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a2
505	0	0	_tThe Changing Context of Supervision -- _tWhat Is Supervision? -- _tThe Evolution of Supervision -- _tThe Influence of History -- _tThe History -- _tSupervision in the Late 19th Century -- _tThe Emergence of the Distinct Position of Supervisor -- _tBureaucratic Methods in Supervision as Social Efficiency -- _tDemocratic Methods in Supervision -- _tScientific Supervision -- _tSupervision as Leadership -- _tClinical Supervision -- _tDemocratic Methods and Supervision -- _tStandards-Based Supervision -- _tThe Persistence of Standards-Based Supervision or the New Accountability Era -- _tUnderstanding the History of Supervision -- _tImplications for the Practice of Supervision -- _tPresent Context and Future Necessities -- _tAssessing Belief Systems -- _tInterpreting Answers to the Questionnaire -- _tConclusion -- _tNotes -- _tThree Interpersonal Approaches to Supervision -- _tHow We Learn -- _tListening, Reflecting, and Clarifying Techniques -- _tCommunication in the Age of the Internet and Social Media -- _tReflective Practice -- _tApproaches to Providing Feedback -- _tElena's Dilemma -- _tThe Directive Informational Approach -- _tThe Collaborative Approach -- _tThe Self-Directed Approach -- _tGuidelines for Reflective Practice -- _tReflective Practice -- _tSummary -- _tNotes -- _tObservation Tools and Techniques -- _tSupervision Scenario -- _tAnalysis -- _tPractice -- _tForty-Two Tools and Techniques for Observation -- _tQuantitative Observation Tools -- _tTeacher Verbal Behaviors -- _tStudent Responding to Verbal Behaviors -- _tTeacher Questions Using Bloom's Taxonomy -- _tStudent Responses to Questions Indicating Bloom's Taxonomy Levels -- _tTeacher Questions Using Webb's Depth of Knowledge -- _tStudent Responses Using Webb's Depth of Knowledge -- _tStudent On-Task and Off-Task Behaviors -- _tDiagram of Verbal Interactions -- _tGardner's Multiple Intelligences -- _tStudent Use of Gardner's Multiple Intelligences -- _tHunter's Steps in Lesson Planning -- _tGroup Work Criteria -- _tGroup Performance: Assessment of Individual Participation -- _tDiagram of Teacher Utilization -- _tDiagram of Student Space Utilization -- _tFeedback -- _tTeacher-Pupil Interaction -- _tIndicators of Culturally Diverse Learners -- _tStrategies for Diverse Learners -- _tAccommodations and Modifications for English-Language Learners -- _tThe Differentiated Classroom -- _tStudents' Construction of Meaning on Their Own -- _tLearning Centers -- _tCo-teaching: Push-in Model (initial observation) -- _tStrategies for Students With Speech and Language Impairments -- _tGuided Reading -- _tRead-Aloud/Story Time -- _tTeacher Language During Center-Based Learning in Pre-Kindergarten Classrooms -- _tCommon Core Standards in Mathematics -- _tTeacher Behaviors Keyed to Accountable Talk -- _tStudent Behaviors Keyed to Accountable Talk -- _tQualitative Observation Tools -- _tDetached Open-Ended Narrative -- _tParticipant Open-Ended Observation -- _tChild-Centered Learning Observation -- _tNonverbal Techniques -- _tQuestioning Techniques -- _tStrategies for Diverse Learners -- _tDifferentiated Instruction -- _tGuided Reading -- _tTeam Teaching in the Inclusion or General Education Classroom -- _tClassroom Assessment in the Differentiated Classroom -- _tSummary -- _tConclusion -- _tNotes -- _tAn Introduction to Reflective Clinical Supervision -- _tA Definition of Clinical Supervision -- _tThe Reflective Clinical Supervision Cycle -- _tThe Planning Conference -- _tThe Observation -- _tThe Feedback Conversation -- _tCollaborative Reflection -- _tConclusion -- _tAlternative Approaches: Case Studies and Implementation Guidelines -- _tInstructional Rounds -- _tA Definition -- _tStages for Implementation -- _tReflective Practice -- _tBook Study Groups -- _tA Definition -- _tStages for Implementation -- _tReflective Practice -- _tLesson Study Groups -- _tDefinition -- _tStages for Implementation -- _tReflective Practice -- _tPeer Coaching -- _tA Definition -- _tStages for Implementation -- _tReflective Practice -- _tA Journey: From Peer Coaching to Critical Friends -- _tA Definition -- _tStages for Implementation -- _tReflective Practice -- _tPortfolios for Differentiated Supervision -- _tA Definition -- _tStages for Implementation (based on the PS 6 process) -- _tReflective Practice -- _tAction Research -- _tA Definition -- _tStages for Implementation -- _tReflective Practice -- _tConclusion -- _tNotes -- _tCreating Transformational Change Through a Focus on Instructional Supervision -- _tFramework -- _tThe Case and Two Questions -- _tA New Vision for Excellence -- _tThe Change Process -- _tConclusion -- _tSupervision to Improve Classroom Instruction: Next Steps -- _tNext Steps -- _tGuidelines for Creating a Supervisory Platform -- _tClass Practice -- _t"For Me, Personally": My Supervisory Platform -- _tFor My Inner Circle -- _tFor My School -- _tFor the District in the Future -- _tConclusion -- _tOr Just a Beginning?.
520	0		_aMore 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:
520	0		_a- New observation tools centered on diversity.
520	0		_a- New case studies on alternative approaches to supervision.
520	0		_a- A new chapter on creating transformational change.
520	0		_a- More on technology topics such as blogs and online courses.
520	0		_a- New scenarios highlighting English Language Learners and exceptional students.
520	0		_a- Emphasis on empowering teachers to reflect and improve upon instruction.
530			_a2 _ub
650		0	_aEffective teaching _zUnited States.
650		0	_aSchool supervision _zUnited States.
650		0	_aTeacher effectiveness _zUnited States.
655		1	_aInstructional Methods.
942			_cBK _eAZ _hLB _i2022-2023 _k44.95 _m2013 _REducation Department _O112-6276347-7241865 _nCOEL _QCC _bN/A _w37.95
999			_c4520 _d4520
902			_a1 _bCynthia Snell _c1 _dCynthia Snell