Supervision for today's schools

著者

    • Pawlas, George
    • Oliva, Peter F.

書誌事項

Supervision for today's schools

George E. Pawlas, Peter F. Oliva

（Wiley/Jossey-Bass education）

John Wiley & Sons, c2008

8th ed

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内容説明・目次

内容説明

Specifically designed for the introductory course, this text provides an overview of the field of instructional supervision. Acquaints students with not only the authors' views on supervision, but with those of other specialists in the field, placing heavy emphasis on practice and the supervisor's responsibilities as an instructional leader. Continues to stress that the relationship between the supervisor and teacher is built on trust and that the overall goal is to improve student achievement through better instruction.

目次

Preface vi PART I NATURE OF SUPERVISION 1 CHAPTER1 ROLES OF THE SCHOOL SUPERVISOR 3 Supervision Defined 3 Historical Approaches 4 Varying Interpretations 10 Problems That Complicate the Supervisory Role 11 Continuing Diversity of Conceptions of Supervision 11 Differing Conceptions of Effective Teaching 12 Mandates from the State and National Levels 13 Tensions between Teachers and Administrators/Supervisors 13 Who Are the Supervisors? 14 Types of Supervisors 15 Tasks of Supervision 19 A Model of Supervision 20 Domains of Supervision 22 Varying Roles 23 Foundations of Supervision 24 CHAPTER 2 ISSUES IN SUPERVISION 32 Numerous Unresolved Issues 32 Issues in Supervision 35 ISSUE 1: Is Supervision Necessary? 37 Limitations of Teaching 38 Need for the Supervisor 38 ISSUE 2: For Whom Should Supervision Be Provided? 40 Teacher Experience and Teacher Effectiveness 40 Subject-Centered Teachers versus Learner-Centered Teachers 41 Teachers Who Are Ineffective and Know It 42 Teacher Burnout 42 Supervision for All Teachers 43 ISSUE 3: Should the Supervisor's Authority Be Based on Expertise and Interpersonal Relationships or on Conferred Status and Decision-Making Responsibilities? 44 ISSUE 4: Should the Supervisor Be an Administrator? 46 ISSUE 5: Is Supervision Staff Development? 50 ISSUE 6: Is Supervision Curriculum Development? 51 ISSUE 7: Is Supervision Evaluation? 53 ISSUE 8: Should Supervisors Work with Groups of Teachers or with Individual Teachers? 55 ISSUE 9: Should Supervision Be Carried Out by Supervisors Based in the Central Office or in the Individual School? 57 State Level 57 Intermediate Level 58 Local School Districts 61 ISSUE 10: Should the Supervisor Use a Directive or Nondirective Approach? 65 ISSUE 11: Should School Systems Organize for Supervision by Employing Generalists or Specialists? 68 Characteristics of Generalists and Specialists 69 Need for Specialists 71 Some Parallels 72 ISSUE 12: Should There Be National Professional Standards for Teachers? 72 ISSUE 13: What Should Be the Role of Technology in the Supervisory Process? 74 ISSUE 14: Should Multiculturalism Be a Focus of Supervision? 76 PART II LEADERSHIP IN INSTRUCTIONAL DEVELOPMENT 85 CHAPTER 3 HELPING TEACHERS PLAN FOR INSTRUCTION 87 Models of Instruction 87 Simplified Model 89 Classroom Planning: A Six-Point Program 89 Following a Systematic Approach to Instructional Design 90 Following a Model of Instruction 92 Writing Instructional Goals and Objectives 93 Applying Taxonomies of Instructional Objectives 99 Describing and Analyzing Learning Tasks 105 Multiple Intelligences 113 Organizing Instructional Plans 114 CHAPTER 4 HELPING TEACHERS PRESENT INSTRUCTION 125 What Is Effective Teaching? 125 Steps in Implementation 127 Selection of Resources 128 Selection of Strategies 130 Lesson Presentation 137 Beginning the Lesson 138 Moving through the Middle of the Lesson-Teaching to the Objectives (T2O) 142 Closing the Lesson 154 A Checklist 156 A Checklist for Lesson Presentation 156 CHAPTER 5 HELPING TEACHERS WITH CLASSROOM MANAGEMENT 164 Discipline: A Serious Problem 164 Causes of Behavior Problems 167 Causes Originating with the Child 169 Causes Originating with the Child's Group 171 Causes Originating with the Teacher 172 Causes Originating with the School 174 Causes Originating with the Home and Community 177 Causes Originating in the Larger Social Order 178 Preventing Behavior Problems 179 Analyze Attitudes 179 Analyze Teaching Styles and Students' Learning Styles 180 Analyze the Classroom Environment 182 Analyze the Curriculum Continuously 182 Analyze the Methods of Instruction Employed 182 Gather as Much Information as Possible about Individual Learners 183 Analyze the Disciplinary Models Used 184 Set and Enforce Minimum Expectations of Behavior 186 Correcting Behavior Problems 187 Ten Reasonable Punishments 192 Corporal Punishment 197 CHAPTER 6 HELPING TEACHERS EVALUATE INSTRUCTION 208 Evaluation: An Essential Phase 208 Preassessment 209 Continuing Assessment 210 Norm-Referenced and Criterion-Referenced Measurement 212 Norm-Referenced Measurement 213 Criterion-Referenced Measurement 215 Relation of Evaluation to Objectives 216 Formative and Summative Evaluation 218 Testing 219 State Assessments 222 National Assessments 222 Teacher-Made Tests 223 Evaluating Affective Objectives 239 Other Evaluation Techniques 240 Observation of Class Participation 240 Oral Reports 240 Written Assignments 242 Portfolio Assessment 242 Creative Assignments 243 Group Work 243 Self-Evaluation and Joint Evaluation 243 Marking Student Achievement 246 Reporting Student Achievement 249 PART III LEADERSHIP IN CURRICULUM DEVELOPMENT 259 CHAPTER 7 HELPING TEACHERS PLAN AND IMPLEMENT CURRICULA 261 A Model for Curriculum Development 261 The Supervisor in Curriculum Development 265 Approaches to Curriculum Development 266 Planning 266 The Comprehensive Approach 266 The Problem-Centered Approach 278 Design of the Plan 280 Involvement of Others 281 Continuing Problems of Curriculum Development 281 Scope of the Curriculum 282 Sequence of the Curriculum 286 Balance in the Curriculum 288 Organization of the Curriculum 290 Curricular Reform 291 Controversial Problems 291 Implementation and Evaluation 292 CHAPTER 8 HELPING TEACHERS EVALUATE CURRICULA 298 Curriculum Evaluation: Essential and Difficult 298 The Supervisor's Role in Evaluation 301 Research Orientation 302 Basic Research Concepts 303 Types of Research 307 Teacher Participation in Research 308 Types of Evaluation 309 Evaluation Models 309 Conducting a Curriculum Needs Assessment 312 The Delphi Technique 315 Evaluative Criteria 316 Curriculum Mapping 318 Evaluation of Materials and Studies 318 State Assessment Programs 321 Local Assessment Programs 322 PART IV LEADERSHIP IN STAFFDEVELOPMENT 329 CHAPTER 9 HELPING TEACHERS THROUGH IN-SERVICE PROGRAMS 331 Supervision and Staff Development 331 Purposes of Staff Development 332 The Supervisor's Role in In-Service Education 334 Assumptions about In-Service Education 338 Characteristics of Effective In-Service Programs 340 A Model for In-Service Education 341 Planning 341 Implementation 345 Evaluation 351 Post-Training Application and Evaluation 351 Control of In-Service Education 356 Teacher Education Centers 356 CHAPTER 10 HELPING TEACHERS ON A ONE-TO-ONE BASIS 365 Formative Evaluation 365 Clinical Supervision 366 The Supervisor's Role in Clinical Supervision 368 Models of Clinical Supervision 370 Preobservation Conference 373 Observation 375 Postobservation Conference 382 Problems in Clinical Supervision 384 Who Will Do the Supervising? 384 Collegiality in Supervision 385 Do We Have the Necessary Resources? 388 For Whom Should Clinical Supervision Be Provided? 388 Are There Models Other Than the Clinical? 389 CHAPTER 11 HELPING TEACHERS WORK TOGETHER 399 Living in Groups 399 The Supervisor as Group Leader 403 Definition of Leadership 403 Traits of Leaders 404 Styles of Leadership 406 Decision Making 407 Effecting Change 409 Organizational Development 412 Communication 419 Group Process 423 Group Process versus Group Counseling 426 Training in Group Interaction 428 Practice in Interaction Skills 430 Record of Behavior of Individuals in Groups 430 Provision of Group Therapy-Type Sessions 430 National Staff Development Council 433 CHAPTER 12 HELPING TEACHERS EVALUATE THEIR OWN PERFORMANCE 441 Three Faces of Evaluation of Teacher Performance 441 Competencies to Be Evaluated 449 Evaluation of Instructional Skills 451 Evaluation of Personal and Professional Attributes 462 Using Evaluation Instruments 463 Student Evaluations 471 Parent Evaluations 473 PART V THE SUMMATIVE DIMENSION OF TEACHER EVALUATION 479 CHAPTER 13 SUMMATIVE ASSESSMENT OF TEACHER PERFORMANCE 481 Summative Evaluation 481 Who Should Be Evaluated? 483 Who Should Evaluate Teachers? 484 What Should Be Evaluated? 486 How Should the Evaluations Be Done? 489 How Should the Data Be Used? 502 Problems in Summative Evaluation 507 PART VI INSTRUCTIONAL SUPERVISION: EVALUATION AND CHANGE 515 CHAPTER 14 IMPROVING INSTRUCTIONAL SUPERVISION 517 Role of the Supervisor: A Reprise 517 Evaluation of the Supervisor 519 Evaluation by Superordinates 519 Self-Evaluation 520 Evaluation by Teachers 523 Evaluation of the Supervisory Program 524 Evaluation by Objectives 525 Evaluative Questioning 525 Future Directions in Supervision 526 Domains of Supervision 526 Clarification of Approaches, Functions, and Roles 527 Balanced Supervision 528 Teacher Empowerment 529 School-Based Supervision 530 Peers, Coaches, and Mentors 531 Teacher Incentives, Career Ladder, and Merit Pay 532 Emphasis on Observable Teaching Competencies 534 Clinical Supervision 535 Goal-Oriented Supervision 535 Supervisory Teams 535 Increased Use of Technology 536 Needed Research 536 Professional Education 537 Credits 545 Name Index 551 Subject Index 555

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