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This essential text for prospective school leaders enrolled in instructional supervision and evaluation courses provides the knowledge and practical tools to improve teacher effectiveness. Melding theory and practice, this book is a definitive guide to successful classroom observations, pre- and post-observation conferences, and approaches such as action research, peer coaching, and mentoring. The fourth edition of this text has been thoroughly updated to meet the needs of school leaders in today's educational climate. Features new to this edition include: Additional and updated tools to…mehr
This essential text for prospective school leaders enrolled in instructional supervision and evaluation courses provides the knowledge and practical tools to improve teacher effectiveness. Melding theory and practice, this book is a definitive guide to successful classroom observations, pre- and post-observation conferences, and approaches such as action research, peer coaching, and mentoring. The fourth edition of this text has been thoroughly updated to meet the needs of school leaders in today's educational climate. Features new to this edition include:
Additional and updated tools to support school leaders in conducting effective classroom observations and assessing teachers' professional learning needs
New case studies, suggested fieldwork, and extended reflections to outline practical applications for the strategies discussed
Suggested readings to supplement the information included in this book
Expanded discussions of professional learning communities and the topic of motivation
New chapters on teacher evaluation and instructional strategies that support personalization and learning technologies
This book offers strategies to work with teachers at all stages in their careers, laying a strong foundation for effective instructional supervision in PreK-12 schools. Many of the templates and tools in this book are also available as free eResource downloads from our website (www.routledge.com/9781138649347).
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Autorenporträt
Sally J. Zepeda is Professor of Educational Administration and Policy at the University of Georgia, USA.
Inhaltsangabe
Supplemental Downloads About the Author Acknowledgments Introduction 1 Leadership Needed to Promote Supervision, Professional Development, and Teacher Evaluation That Makes a Difference Introduction Supervision, Professional Development, and Teacher Evaluation Are Not Linear, Lockstep Processes Leadership Beliefs and Practices to Unify Processes Coherence Needed for Instructional Supervision, Professional Development, and Teacher Evaluation Accountability and High Stakes Challenges for Supervisors Tool 1: Developing a Unified Vision for Supervision, Professional Development, and Teacher Evaluation Summary Suggested Activities References 2 Instructional Supervision Introducing Instructional Supervision The Intents of Instructional Supervision Differentiated Supervision Developmental Supervision Styles That Support Differentiated and Developmental Supervision Summary Suggested Activities References 3 Teacher Evaluation Introducing Teacher Evaluation The Intents and Purposes of Teacher Evaluation Formative and Summative Evaluation Federal and State Influences on Teacher Evaluation Teacher Evaluation Systems Value-Added Measures Summary Suggested Activities References 4 Job-Embedded Professional Development Introducing Job-Embedded Professional Development Status of Professional Development Standards for Professional Development Learning Communities-More than a Reform Strategy Tool 2: Job-Embedded Learning: Finding Time for Professional Development Tool 3: Planning for Professional Development Tool 4: Identifying Professional Development Needs Making the Connection Between Instructional Supervision, Professional Development, and Job-Embedded Learning Summary Suggested Activities References 5 Instruction and Learning Environments Introducing Instruction and Learning Environments Teacher Quality and Teacher Effectiveness Effective Teachers Accountability and Standards Effective Instructional Practices Inside Teacher Evaluation Frameworks Observable Practices Tool 5: Contextualizing Teaching and Learning-Getting to Observable Practices Personalized Learning Environments and Learning Technologies Summary Suggested Activities References 6 Career Stages, Adult Learning, and Supervision Introducing Career Stages, Adult Learning, and Supervision Tool 6: Career Stages Tool 7: Goal Setting, Tracking Faculty Goals, and Goal Attributes Adult Learning Supervision That Embraces the Adult Learner across Career Stages Summary Suggested Activities References 7 Motivation and Supervisory Leadership Introducing Motivation and Supervisory Leadership Motivation Defined Motivation Theories Leadership and Motivation Implications for Supervisors Summary Suggested Activities References 8 Informal and Formal Classroom Observations Introducing Informal and Formal Classroom Observations Group Classroom Observations Tool 8: Informal Classroom Observations Tool 9: Guidelines for Informal Classroom Observations Formal Classroom Observations The Clinical Supervision Model and Its Components Summary Suggested Activities References 9 The Pre-observation Conference Introducing the Pre-observation Conference Tool 10: Attributes of the Pre-observation Conference Focus and the Pre-observation Conference The Johari Window and the Pre-observation Conference How to Prepare for the Classroom Observation Summary Suggested Activities References 10 The Classroom Observation Introducing the Classroom Observation The Intents of Data Collection Tool 11: Types of Data Tool 12: Wide-Angle and Narrow-Angle Data Collection Techniques Tips from the Field Overview and Application of Observation Tools and Methods Tool 13: Observation Guide Using Bloom's Taxonomy Tool 14: Focus on Wait Time Tool 15: Focus on Cause-and-Effect Data Tool 16: Focus on Variety of Instructional Methods Tool 17: Examining Teacher-Student Discussion with a Focus on How Student Comments Are Incorporated into the Lesson Tool 18: Selective Verbatim: Teacher's Verbal and Students' Physical and Verbal Behaviors Tool 19: Wide Angle: No Focus Tool 20: Focus on Calling Patterns and Patterns of Interaction Tool 21: Focus on Tracking Transition Patterns Tool 22: Tracking the Beginning and Ending (Closure) of Class Tool 23: Observing Cooperative Group Learning Tool 24: Classroom Traffic Summary Suggested Activities References 11 The Post-observation Conference Introducing the Post-observation Conference The Purposes of the Post-observation Conference Lesson Reconstruction, Constructivism, and the Zone of Proximal Development Preparing for the Post-observation Conference Supervisory Approaches and the Post-observation Conference Tool 25: Feedback, Trust, and the Johari Window Revisited After the Post-Observation Conference, Then What? Tool 26: Planning for Professional Growth Summary Suggested Activities References 12 Mentoring and Induction Introducing Mentoring and Induction The Multifaceted and Complex Nature of Mentoring Examining Qualities, Skills, and Functions of Mentors Selecting, Training, and Assigning Mentors Induction: Where Mentoring Matters Most Formative Assistance: The Linkage to Supervision Summary Suggested Activities References 13 Peer Coaching Introducing Peer Coaching Frame Peer Coaching Phases of the Original Peer Coaching Model Types of Coaching Peer Coaching Includes Classroom Observations Conditions for Successful Peer Coaching Connecting Peer Coaching to Other Forms of Supervision Summary Suggested Activities References 14 Action Research Introducing Action Research Action Research Defined Models of Action Research The Processes and Components of Action Research Reflection Connecting Action Research to Instructional Supervision Summary Suggested Activities References 15 Portfolio Supervision Introducing Portfolio Supervision What is a Portfolio? Extending Clinical Supervision through Portfolio Development A Model of Portfolio Supervision Essential Skills: Reflection, Goal Setting, and Decision Making The Portfolio as a Framework to Extend Supervision Summary Suggested Activities References 16 Confronting Marginal Teaching Introducing Confronting Marginal Teaching Marginal Teaching Markers of Marginal Teacher Performance Understanding the Difficulties Supervisors Encounter While Working with Marginal Teachers Confronting Marginal Teaching Practices Working with Marginal Teachers Tool 27: Formal Plan of Remediation When All Else Fails Summary Suggested Activities References 17 Coda for Instructional Supervision References Appendix: Classroom Observation Tools Index
Supplemental Downloads About the Author Acknowledgments Introduction 1 Leadership Needed to Promote Supervision, Professional Development, and Teacher Evaluation That Makes a Difference Introduction Supervision, Professional Development, and Teacher Evaluation Are Not Linear, Lockstep Processes Leadership Beliefs and Practices to Unify Processes Coherence Needed for Instructional Supervision, Professional Development, and Teacher Evaluation Accountability and High Stakes Challenges for Supervisors Tool 1: Developing a Unified Vision for Supervision, Professional Development, and Teacher Evaluation Summary Suggested Activities References 2 Instructional Supervision Introducing Instructional Supervision The Intents of Instructional Supervision Differentiated Supervision Developmental Supervision Styles That Support Differentiated and Developmental Supervision Summary Suggested Activities References 3 Teacher Evaluation Introducing Teacher Evaluation The Intents and Purposes of Teacher Evaluation Formative and Summative Evaluation Federal and State Influences on Teacher Evaluation Teacher Evaluation Systems Value-Added Measures Summary Suggested Activities References 4 Job-Embedded Professional Development Introducing Job-Embedded Professional Development Status of Professional Development Standards for Professional Development Learning Communities-More than a Reform Strategy Tool 2: Job-Embedded Learning: Finding Time for Professional Development Tool 3: Planning for Professional Development Tool 4: Identifying Professional Development Needs Making the Connection Between Instructional Supervision, Professional Development, and Job-Embedded Learning Summary Suggested Activities References 5 Instruction and Learning Environments Introducing Instruction and Learning Environments Teacher Quality and Teacher Effectiveness Effective Teachers Accountability and Standards Effective Instructional Practices Inside Teacher Evaluation Frameworks Observable Practices Tool 5: Contextualizing Teaching and Learning-Getting to Observable Practices Personalized Learning Environments and Learning Technologies Summary Suggested Activities References 6 Career Stages, Adult Learning, and Supervision Introducing Career Stages, Adult Learning, and Supervision Tool 6: Career Stages Tool 7: Goal Setting, Tracking Faculty Goals, and Goal Attributes Adult Learning Supervision That Embraces the Adult Learner across Career Stages Summary Suggested Activities References 7 Motivation and Supervisory Leadership Introducing Motivation and Supervisory Leadership Motivation Defined Motivation Theories Leadership and Motivation Implications for Supervisors Summary Suggested Activities References 8 Informal and Formal Classroom Observations Introducing Informal and Formal Classroom Observations Group Classroom Observations Tool 8: Informal Classroom Observations Tool 9: Guidelines for Informal Classroom Observations Formal Classroom Observations The Clinical Supervision Model and Its Components Summary Suggested Activities References 9 The Pre-observation Conference Introducing the Pre-observation Conference Tool 10: Attributes of the Pre-observation Conference Focus and the Pre-observation Conference The Johari Window and the Pre-observation Conference How to Prepare for the Classroom Observation Summary Suggested Activities References 10 The Classroom Observation Introducing the Classroom Observation The Intents of Data Collection Tool 11: Types of Data Tool 12: Wide-Angle and Narrow-Angle Data Collection Techniques Tips from the Field Overview and Application of Observation Tools and Methods Tool 13: Observation Guide Using Bloom's Taxonomy Tool 14: Focus on Wait Time Tool 15: Focus on Cause-and-Effect Data Tool 16: Focus on Variety of Instructional Methods Tool 17: Examining Teacher-Student Discussion with a Focus on How Student Comments Are Incorporated into the Lesson Tool 18: Selective Verbatim: Teacher's Verbal and Students' Physical and Verbal Behaviors Tool 19: Wide Angle: No Focus Tool 20: Focus on Calling Patterns and Patterns of Interaction Tool 21: Focus on Tracking Transition Patterns Tool 22: Tracking the Beginning and Ending (Closure) of Class Tool 23: Observing Cooperative Group Learning Tool 24: Classroom Traffic Summary Suggested Activities References 11 The Post-observation Conference Introducing the Post-observation Conference The Purposes of the Post-observation Conference Lesson Reconstruction, Constructivism, and the Zone of Proximal Development Preparing for the Post-observation Conference Supervisory Approaches and the Post-observation Conference Tool 25: Feedback, Trust, and the Johari Window Revisited After the Post-Observation Conference, Then What? Tool 26: Planning for Professional Growth Summary Suggested Activities References 12 Mentoring and Induction Introducing Mentoring and Induction The Multifaceted and Complex Nature of Mentoring Examining Qualities, Skills, and Functions of Mentors Selecting, Training, and Assigning Mentors Induction: Where Mentoring Matters Most Formative Assistance: The Linkage to Supervision Summary Suggested Activities References 13 Peer Coaching Introducing Peer Coaching Frame Peer Coaching Phases of the Original Peer Coaching Model Types of Coaching Peer Coaching Includes Classroom Observations Conditions for Successful Peer Coaching Connecting Peer Coaching to Other Forms of Supervision Summary Suggested Activities References 14 Action Research Introducing Action Research Action Research Defined Models of Action Research The Processes and Components of Action Research Reflection Connecting Action Research to Instructional Supervision Summary Suggested Activities References 15 Portfolio Supervision Introducing Portfolio Supervision What is a Portfolio? Extending Clinical Supervision through Portfolio Development A Model of Portfolio Supervision Essential Skills: Reflection, Goal Setting, and Decision Making The Portfolio as a Framework to Extend Supervision Summary Suggested Activities References 16 Confronting Marginal Teaching Introducing Confronting Marginal Teaching Marginal Teaching Markers of Marginal Teacher Performance Understanding the Difficulties Supervisors Encounter While Working with Marginal Teachers Confronting Marginal Teaching Practices Working with Marginal Teachers Tool 27: Formal Plan of Remediation When All Else Fails Summary Suggested Activities References 17 Coda for Instructional Supervision References Appendix: Classroom Observation Tools Index
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