영문목차

part one. Introduction=1

1. Supervision for Successful Schools=3

SuperVision : A New Name for a New Paradigm=7

Supervisory Glue as a Metaphor for Success=9

Who Is Responsible for Supervision?=9

Supervision and Moral Purpose=12

Organization of This Book=13

Reflective Exercise=15

part two. Knowledge=17

2. The Norm : Why Traditional Schools=17

Are as They Are=19

The Work Environment or Culture of Schools=20

The Legacy of the One-Room Schoolhouse=21

Cultures within Cultures=30

Blaming the Victim and Structural Strain=31

Reflective Exercise=32

3. The Dynamic School=33

Shared Leadership, Collegiality, and Collaboration=34

A Cause beyond Oneself=35

Professional Development=36

Positive Learning Climate=37

Authentic Curriculum, Instruction, and Assessment=38

Democracy=39

Inquiry=40

Cultural Responsiveness=41

Partnerships and Networks=42

Reflective Exercise=47

4. Adult and Teacher Development within the Context of the School=48

Adults as Learners=49

Adult and Teacher Development=59

Development : Ebb and Flow=76

Reflective Exercise=78

5. Reflections on Educational Beliefs, Teaching, and Supervision=79

Instructional Goals and Effective Teaching=81

Expert Teachers=82

Beliefs about Education=84

Supervisory Beliefs=85

Supervisory Platform as Related to Educational Philosophy=87

Checking Your Own Supervisory Beliefs=91

What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?=91

Reflective Exercise=96

part three. Interpersonal Skills=97

6. Supervisory Behavior Continuum : Know Thyself=99

Outcomes of Conference=102

Valid Assessment of Self=103

Johari Window=104

Cognitive Dissonance=106

Comparing Self-Perceptions with Others' Perceptions=107

Comparing Self-Perceptions to Recorded Behaviors=109

360-Degree Feedback=110

Reflective Exercise=111

7. Directive Control Behaviors=113

A History of Overreliance on Control=116

Issues in Directive Control=118

When to Use Directive Control Behaviors=118

Moving from Directive Control toward Directive Informational Behaviors=119

Reflective Exercise=120

8. Directive Informational Behaviors=121

Comparing Directive Control and Directive Informational Statements=123

Issues in the Directive Informational Approach=126

When to Use Directive Informational Behaviors=127

Moving from Directive Informational toward Collaborative Behaviors=127

Reflective Exercise=128

9. Collaborative Behaviors=130

Issues in Collaborative Supervision=135

When to Use Collaborative Behaviors=136

Moving from Collaborative toward Nondirective Behaviors=136

Reflective Exercise=137

10. Nondirective Behaviors=139

Initiating Nondirective Supervision=144

Nondirective, Not Laissez-Faire, Supervision=145

Issues with Nondirective Supervision=146

When to Use Nondirective Behaviors=47

Nondirective Supervision, Teacher Collaboration=148

Reflective Exercise=149

11. Developmental Supervision=150

Phase 1 : Choosing the Best Approach=151

Phase 2 : Applying the Chosen Approach=155

Phase 3 : Fostering Teacher Development=156

Not Algorithms, but Guideposts for Decisions=158

Case Studies on Developmental Supervision=158

Reflective Exercise=168

part four. Technical Skills=169

12. Assessing and Planning Skills=171

Personal Plans=172

Assessing Time=173

Changing Time Allocations : Planning=175

Assessing and Planning within the Organization=180

Ways of Assessing Need=181

Analyzing Organizational Needs=185

Planning=189

Cautions Concerning Planning=195

Reflective Exercise=196

13. Observing Skills=197

Formative Observation Instruments Are Not Summative Evaluation Instruments=200

Ways of Describing=200

Quantitative Observations=200

Qualitative Observations=209

Tailored Observation Systems=213

Types and Purposes of Observation=216

Technology-Enhanced Observation=217

Collaborative Walkthroughs=219

Cautions Concerning Observations=220

Reflective Exercise=221

14. Evaluation Skills=222

The Intersection of Instructional Supervision and Program Evaluation=223

Judgments=224

Key Decisions in the Program Evaluation Process=225

Overall Instructional Program Evaluation=227

Program Evaluation and Teacher Empowerment=232

Teacher Evaluation=234

Teacher Self-Evaluation=239

Reflective Exercise=240

part five. Technical Tasks of Supervision=243

15. Direct Assistance to Teachers=245

Clinical Supervision=246

Comparing Clinical Supervision with Teacher Summative Evaluation=250

Integrating Clinical Supervision and Developmental Supervision=251

Peer Coaching=252

Other Forms of Direct Assistance=255

Beyond Technical Assistance : Improving Classroom Culture=257

Reflective Exercise=257

16. Group Development=258

Dimensions of an Effective Group=260

Group Member Roles=261

Applying Developmental Supervision to Groups=266

Dealing with Dysfunctional Members=268

Resolving Conflict =269

Preparing for Group Meetings=273

Collaborative Groups and School Improvement=275

Dialogue : An Alternative Group Process=278

Reflective Exercise=279

17. Professional Development=281

Characteristics of Successful Professional Development Programs=283

Integrating Schoolwide, Group, and Individual Professional Development=284

Alternative Professional Development Formats=285

Examples of Effective Professional Development Programs=287

Stages of Professional Development=290

Evaluating Professional Development Programs=291

Teachers as Objects or Agents in Professional Development=291

Reflective Exercise=296

18. Curriculum Development=297

Sources of Curriculum Development=298

Legislated Learning=299

Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction=301

What Should Be the Purpose of the Curriculum?=302

What Should Be the Content of the Curriculum?=302

How Should the Curriculum Be Organized?=304

In What Format Should the Curriculum Be Written?=305

Curriculum Format as Reflective of Choice Given to Teachers=309

Relationship of Curriculum Purpose, Content, Organization, and Format=310

Levels of Teacher Involvement in Curriculum Development=311

Integrating Curriculum Format with Developers and Levels of Development=312

Matching Curriculum Development with Teacher Development=313

The Curriculum and Cultural Diversity=315

Reflective Exercise=320

19. Action Research : The School as the Center of Inquiry=321

How Is Action Research Conducted?=323

A Developmental Approach to Action Research=324

Decisions about Action Research=325

Action Research : Vehicle for a Cause beyond Oneself=327

Characteristics of Successful Action Research=328

Example of Action Research=330

Expanding Boundaries : Alternative Approaches to Action Research=331

Shared Governance for Action Research=333

Suggestions for Assisting Action Research=338

Conclusion : Focus, Structure, and Time for Development=339

Reflective Exercise=339

part SIX. Cultural Tasks of Supervision=341

20. Facilitating Change=343

Chaos Theory=345

Postmodern Theory=349

Education Change Theory=352

Change at the Individual Level=359

Changing the Conditions of Teaching=359

Reflective Exercise=363

21. Addressing Diversity=365

Achievement Gaps among Economic, Racial, and Ethnic Groups=367

A Societal or a School Problem?=368

Cultural Clashes=370

Culturally Responsive Teaching=374

Culturally Responsive Schools=377

Gender Equity=382

Equity for Sexual Minorities=384

Overarching Patterns=387

Connecting the Technical Tasks of Supervision to Cultural Responsiveness=388

Reflective Exercise=388

22. Building Community=390

Democratic Community=392

Moral Community=395

Professional Learning Community=398

Community of Inquiry=400

Engagement with the Larger Community=402

Five Attributes, One Community=405

Conclusion=406

Reflective Exercise=407

Appendix A : Educational Philosophy? Q Sort*=409

Appendix B : Review of Interpersonal Behavior in Four Supervisory Approaches=415

References=417

Name Index=439

Subject Index=445