Instructional Supervision: Applying Tools and Concepts

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Eye On Education, 2007 - Education - 366 pages
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The first edition of Instructional Supervision: Applying Tools and Concepts was highly regarded by both professors and students for its practicality and its - - coverage of tools & strategies to help supervisors work effectively with teachers.- up-to-date approach to clinical supervision which includes teacher portfolios, action research, peer coaching, and other innovative practices.- authentic case studies, classroom examples, field experiences, prompts for reflection, and pragmatic tips.The second edition retains all of these features and goes further by offering -- a comprehensive collection of classroom observation tools.- a new chapter on confronting marginal teaching. - expanded coverage of professional development & its link to teacher evaluation.- extended ELCC-based self-assessment activities for students to help them master the entire cycle of clinical supervision and the development of professional growth plans.
 

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Contents

4 The Preobservation Conference 67
65
Attributes of the Preobservation Conference 68
66
Focus and the Preobservation Conference 74
72
The Johari Window and the Preobservation Conference 77
75
How to Prepare for the Classroom Observation 81
79
Summary 82
80
References 83
81
5 The Classroom Observation 85
83
Action Research Defined 244
242
The Processes and Components of Action Research 248
246
Reflection 250
248
Connecting Action Research to Instructional Supervision 254
252
Summary 257
255
References 258
256
11 Portfolio Supervision 259
257
What Is a Portfolio? 260
258

The Intents of Data Collection 86
84
Types of Data 87
85
WideAngle and NarrowAngle Data Collection Techniques 91
89
Tips from the Field 107
105
Overview and Application of Observation Tools and Methods 109
107
Summary 163
161
References 164
162
6 The Postobservation Conference 165
163
The Purposes of the Postobservation Conference 166
164
Preparing for the Postobservation Conference 169
167
Supervisory Approaches and the Postobservation Conference 173
171
Feedback Trust and the Johari Window Revisited 175
173
After the Postobservation Conference Then What? 179
177
Summary 181
179
References 182
180
7 Career Stages Adult Learning and Supervision 183
181
The Nexus Between Adult and Student Learning 184
182
Career Stages 186
184
Goal Setting Tracking Faculty Goals and Attributes of Goals 194
192
Principles of Adult Learning 199
197
Supervision That Embraces the Adult Learner Across Career Stages 203
201
Summary 208
206
References 209
207
An Overview 213
211
Motivation Theories 214
212
Leadership and Motivation 220
218
Implications for Supervisors 222
220
Summary 223
221
Suggested Activities 224
222
References 225
223
9 Peer Coaching 227
225
Defining Peer Coaching 228
226
Types of Peer Coaching 231
229
The Processes and Components of the Peer Coaching Model 234
232
Conditions for Successful Peer Coaching 236
234
Connecting Peer Coaching to Other Forms of Supervision 240
238
Suggested Activities 241
239
10 Action Research 243
241
Extending Clinical Supervision Through Portfolio Development 265
263
Reflection Goal Setting and Decision Making 267
265
The Portfolio as a Framework to Extend Supervision 268
266
Summary 269
267
References 270
268
12 Mentoring and Induction 271
269
The Multifaceted and Complex Nature of Mentoring 272
270
Examining Qualities Skills and Functions of Mentors 274
272
Selecting Training and Assigning Mentors 276
274
Mentoring in an Era of Accountability 279
277
Where Mentoring Matters Most 282
280
The Linkage to Supervision 284
282
Summary 285
283
References 286
284
13 Confronting Marginal Teaching 289
287
Marginal Teaching 291
289
Markers of Marginal Teacher Performance 292
290
Understanding the Difficulties Supervisors Encounter WhileWorking with Marginal Teachers 296
294
Confronting Marginal Teaching Practices 300
298
Working with the Marginal Teachers 305
303
Formal Plan of Remediation 307
305
When All Else Fails 311
309
Summary 312
310
References 313
311
14 Professional Development 315
313
Standards for Professional Development 316
314
Planning for Professional Development 320
318
Identifying Professional Development Needs 322
320
Finding Time for ProfessionalDevelopment 327
325
Pulling the Pieces Together 331
329
Making the Connection Between Instructional Supervisionand Professional Development 332
330
Summary 333
331
SelfAssessment of This Work 337
335
References 350
348
15 Pulling It All Together 353
351
Applications to Supervision 354
352
References 355
353
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