SuperVision and Instructional Leadership: A Developmental Approach, 11th edition
Published by Pearson (February 10, 2023) © 2024
- Carl D. Glickman
- Stephen P. Gordon
- Jovita Ross-Gordon
- Rachel Solis Education Consultant
eTextbook
- Anytime, anywhere learning with the Pearson+ app
- Easy-to-use search, navigation and notebook
- Simpler studying with flashcards
For courses in educational supervision or leadership.
A developmental approach to instructional leadership and supervision
SuperVision and Instructional Leadership calls for a collegial approach to supervision, with supervisors and teachers collaborating for the enhancement of teaching and learning. Building on the knowledge needed for successful supervision, this book discusses interpersonal skills and behaviors, technical skills and tasks, and cultural responsibilities.
The 11th Edition keeps pace with the purposes, practices and language of supervision today. New field exercises connect theory to practice. An enhanced commitment to equity examines strategies for promoting positive change.
Hallmark features of this title
- Incorporates innovative fields outside of education, such as quantum physics, chaos theory, and systems thinking.
- Examines interpersonal skills and behaviors, including 4 broad supervisory approaches: nondirective, collaborative, directive informational, and directive control. Case studies show how each approach is used in developmental supervision.
- Presents technical skills and a variety of tools and methods to observe, assess, plan, implement and evaluate.
- Describes technical tasks including direct assistance to teachers; evaluation of teaching; group, professional and curriculum development; and action research.
- Provides culturally responsive strategies to facilitate change, address diversity and equity for all students, and build community.
New and updated features of this title
- NEW: Field Exercises at the end of each chapter give students the opportunity to apply chapter content to real-world situations.
- NEW: Inquiry for Equity projects engage readers in field-based activities that raise awareness of the effects of inequity and provide strategies to work for equity at the classroom, school and societal level.
- UPDATED/NEW: Strategies for addressing diversity explore wraparound services for students and families; teacher microaggressions and the discipline gap; research on addressing the gender gap; and full inclusion for students with disabilities (Ch. 22).
- UPDATED/NEW: Content on building community includes normative case studies; peace circles for democratic dialogue; communities of inquiry in online and blended learning; and examples of school and community partnerships (Ch. 23).
- NEW: Topics and discussions include leadership in times of crisis (Ch. 1); changes that impact teacher well-being (Ch. 2); school autonomy (Ch. 3); comparing beliefs to behaviors (Ch. 5); program implementation and evaluation examples (Ch. 14); an expanded model of clinical supervision (Ch. 15); and more.
- NEW: Questions to Reflect On and end-of-chapter reflective exercises encourage students to dig deeper into chapter topics and can be completed independently or used in class.
Features of Pearson+ eTextbook for the 11th Edition
- Video Examples, including authentic classroom videos and interviews with experts in the field, expand on principles or concepts in each chapter, helping put the reading into context.
Part 1: Introduction
- SuperVision for Successful Schools
Part 2: Knowledge
- The Norm: Why Traditional Schools Are as They Are
- The Dynamic School
- Adult and Teacher Development Within the Context of the School
- Reflections on Educational Beliefs, Teaching, and Supervision
Part 3: Interpersonal Skills
- Supervisory Behavior Continuum: Know Thyself
- Directive Control Behaviors
- Directive Informational Behaviors
- Collaborative Behaviors
- Nondirective Behaviors
- Developmental Supervision
Part 4: Technical Skills
- Observing Skills
- Assessing and Planning Skills
- Implementation and Evaluation Skills
Part 5: Technical Tasks of Supervision
- Direct Assistance to Teachers
- Evaluation of Teaching
- Group Development
- Professional Development
- Curriculum Development
- Action Research: The School as the Center of Inquiry
Part 6: Cultural Tasks of Supervision
- Facilitating Change
- Addressing Diversity
- Building Community
APPENDICES
- Educational Philosophy Q Sort
- Review of Interpersonal Behavior in the Four Supervisory Approaches
About our authors
Carl D. Glickman is Professor Emeritus of Education at the University of Georgia. He began his career as a Teacher Corps intern in the rural South and later was a principal of award-winning schools in New Hampshire. At the University of Georgia, he founded the Georgia League of Professional Schools, a nationally validated network of high-functioning public schools dedicated to the principles of democratic education. Dr. Glickman’s recent books include Leadership for Learning: How to Bring Out the Best in Every Teacher, coauthored with Rebecca West Burns, and The Essential Renewal of America’s Schools: A Leadership Guide for Democratizing Schools from the Inside Out, coauthored with Ian M. Mette.
Stephen P. Gordon is Distinguished Professor Emeritus of Education and Community Leadership at Texas State University. He is author of the books Developing Successful Schools: A Holistic Approach and Professional Development for School Improvement, coauthor of the books The Basic Guide to SuperVision and Instructional Leadership and How to Help Beginning Teachers Succeed, and editor of the books Collaborative Action Research: Developing Professional Learning Communities and Standards for Instructional Supervision: Enhancing Teaching and Learning. Dr. Gordon is the former Co-director and later Director of the National Center for School Improvement.
Jovita M. Ross-Gordon is Distinguished Professor Emerita of Adult, Professional and Community Education at Texas State University. She is the author, coauthor, coeditor, or editor of several books including the 2010 Handbook of Adult and Continuing Education and Foundations of Adult and Continuing Education. Dr. Ross-Gordon has also published numerous chapters and articles on adult/higher education and equity as related to race, gender, and (dis)ability. She is a co-recipient of the American Association for Adult and Continuing Education Cyril A. Houle Award for Literature and a member of the International Adult and Continuing Education Hall of Fame.
Rachel D. Solis is an educational consultant who has served in schools as a teacher, assistant principal, director of human resources, and director of faculty professional development. She has authored and coauthored articles on assisting teachers’ reflective inquiry, supervising action research, supporting formal and informal teacher leadership, and integrating multiple learning formats to assist professional growth. Dr. Solis’s research interests and areas of focus as a consultant center on teacher learning and development and school improvement. She is a reviewer for several educational journals and a recipient of the Blumberg/Pajak Scholar Award.
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