영문목차

Preface=iii

part 1. Introduction=1

1. SuperVision for Successful Schools=3

SuperVision : A New Name for a New Paradigm=6

Supervisory Glue as a Metaphor for Success=8

Organization of This Book=8

Supervision and Moral Purpose=10

References=12

part 2. Knowledge=13

2. The Norm : Why Schools Are as They Are=15

The Work Environment or Culture of Schools=16

The Legacy of the One-Room Schoolhouse=16

Blaming the Victim and Structural Strain=25

Viewing School Culture in the Context of the Larger Culture=25

References=26

3. The Exception : What Schools Can Be=29

Early Effective Schools Research=30

The Second Wave of Effective Schools Research=31

Context Studies in Effective Schools Research=31

Has Effective Schools Research Outlived Its Usefulness?=32

The Legacy of Effective Schools Research=32

From Effective Schools to School Improvement=33

A Cause beyond Oneself=34

Connecting School Improvement to the Local Community and Larger Society=35

References=36

4. Adult and Teacher Development within the Context of the School : Clues for Supervisory Practice=39

Adults as Learners=40

Adult and Teacher Development=49

References=64

5. Reflections on Schools, Teaching, and SuperVision=71

Effective and Good Schools : The Same?=72

Instructional Improvement and Effective Teaching=73

Beliefs about Education=75

Supervisory Beliefs=76

Supervisory Platform as Related to Educational Philosophy=78

Checking Your Own Supervisory Beliefs=81

What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?=84

References=86

part 3. Interpersonal Skills=87

6. Supervisory Behavior Continuum : Know Thyself=89

Outcomes of Conference=92

Valid Assessment of Self=93

Johari Window=93

Cognitive Dissonance=95

Comparing Self-Perceptions with Others' Perceptions=96

Comparing Self-Perceptions to Recorded Behaviors=96

References=99

7. Directive Control Behaviors=101

Directive Control Continuum of Behaviors=102

A History of Overreliance on Control=105

When to Use Directive Control Behaviors=105

Moving from Directive Control toward Directive Informational Behaviors=106

Critical Reflection on Directive Control Supervision=107

References=107

8. Directive Informational Behaviors=109

Directive Informational Continuum of Behaviors=110

Comparing Directive Control and Directive Informational Statements=113

When to Use Directive Informational Behaviors=114

Moving from Directive Informational toward Collaborative Behaviors=114

Critical Reflection on Directive Informational Supervision=115

References=116

9. Collaborative Behaviors=117

Collaborative Continuum of Behaviors=118

Issues in Collaborative Supervision=122

When to Use Collaborative Behaviors=122

Moving from Collaborative toward Nondirective Behaviors=123

Critical Reflection on Collaborative Supervision=124

10. Nondirective Behaviors=125

Nondirective Continuum of Behaviors=126

Initiating Nondirective Supervision=130

Nondirective, Not Laissez-Faire, Supervision=131

Issues with Nondirective Supervision=131

When to Use Nondirective Behaviors=132

Critical Reflection on Nondirective Supervision=133

References=134

11. Developmental SuperVision : Theory and Practice=135

Rationale for Developmental Supervision=136

Applying Developmental Supervision=138

Not Algorithms, but Guideposts for Decisions=142

Scenario and Discussion : Inappropriate Use of Interpersonal Behaviors?=142

References=143

part 4. Technical Skills=145

12. Assessing and Planning Skills=147

Assessing and Planning within the Organization=148

Ways of Assessing Need=149

Analyzing Organizational Needs=153

Planning=155

Cautions Concerning Planning=163

References=164

13. Observing Skills=165

Formative Observation Instruments Are Not Summative Evaluation Instruments=166

Ways of Describing=166

Quantitative Observations=167

Qualitative Observations=174

Tailored Observation Systems=178

Types and Purposes of Observation=181

Cautions Concerning Observations=181

References=182

14. Evaluation Skills=183

Judgments=184

Key Decisions in the Program Evaluation Process=185

Overall Instructional Program Evaluation=187

Program Evaluation and Teacher Empowerment=192

Teacher Evaluation=193

References=198

part 5. Technical Tasks of SuperVision=201

15. Direct Assistance to Teachers=203

Clinical Supervision=204

Comparing Clinical Supervision with Teacher Evaluation=208

Integrating Clinical Supervision and Developmental Supervision=208

Peer Coaching=209

Other Forms of Direct Assistance=212

Improving Classroom Culture=213

References=214

16. Group Development=217

Dimensions of an Effective Group=218

Group Member Roles=219

Dealing with Dysfunctional Members=223

Resolving Conflict=224

Preparing for Group Meetings=226

References=231

17. Professional Development=233

Characteristics of Successful Professional Development Programs=234

Integrating School wide, Group, and Individual Professional Development=235

Alternative Professional Development Formats=236

Examples of Effective Professional Development Programs=237

Stages of Professional Development=240

The "Nuts and Bolts"=241

Extending the Concept of Professional Development=243

Evaluating Professional Development Programs=243

Teachers as Objects or Agents in Professional Development=245

References=247

18. Curriculum Development=249

Sources of Curriculum Development=250

Legislated Learning=250

Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction=253

What Should Be the Purpose of the Curriculum?=254

What Should Be the Content of the Curriculum?=254

How Should the Curriculum Be Organized?=255

In What Format Should the Curriculum Be Written?=257

Curriculum Format as Reflective of Choice Given to Teachers=260

Relationship of Curriculum Purpose, Content, Organization, and Format=261

Levels of Teacher Involvement in Curriculum Development=262

Integrating Curriculum Format with Developers and levels of Development=264

Matching Curriculum Development with Teacher Development=265

The Curriculum and Cultural Diversity=267

References=270

19. Action Research : The School as the Center of Inquiry=271

How Is Action Research Conducted?=273

A Developmental Approach to Action Research=274

Action Research : Vehicle for a Cause beyond Oneself=275

Example of Action Research=276

Expanding Boundaries : Alternative Approaches to Action Research=277

Shared Governance for Action Research=279

Suggestions for Assisting Action Research=283

Conclusion : Focus, Structure, and Time for Development=283

References=284

part 6. Cultural Tasks of SuperVision=285

20. Facilitating Change=287

Education Change Theory=289

Change at the Individual Level=296

Changing the Conditions of Teaching=299

References=301

21. Addressing Diversity=303

Achievement Gaps among Economic, Racial, and Ethnic Groups=304

A Societal or a School Problem ?=306

Cultural Clashes=308

Culturally Responsive Teaching=312

Culturally Responsive Schools=315

Gender Equity=320

Equity for Sexual Minorities=321

Overarching Patterns=325

Connecting the Technical Tasks of Supervision to Cultural Responsiveness=325

References=326

22. Building Community=329

Democratic Community=331

Moral Community=333

Professional Learning Community=337

Community of Inquiry=339

Engagement with the Larger Community=340

Five Attributes, One Community=343

Conclusion=344

References=346

Appendix A. Review of Interpersonal Behavior in the Four Supervisory Approaches=349

Name Index=351

Subject Index=359