Category Archives: Authors
Glickman (2010) Ch 22: Addressing Diversity
Addressing the task of instructional supervision includes addressing diversity due to the incompatibility between home culture and traditional schooling. Large achievement gaps exist between students of differing economic and race/ethnic groups. systemic issues of classism and racism permeate US school … Continue reading
Glickman (2010) Ch 23: Building Community
Communities vs. Organizations Organizations: leader makes decisions, hierachical structure, bartering and self interest fuel individuals actions Communities: relationships based on common intensions, values and beliefs; “rely on norms purposes, values professional socialization collegiality and natural independence p 462.” Five attributes … Continue reading
Glickman (2010) CH3: The Exception: What schools can be
Research based characteristics of effective schools site management leadership staff stability curriculum and instructional articulation and organization staff development maximized learning time widespread recognition of academic success parental involvement and support collaborative planning and collegial relationships sense of community clear … Continue reading
Glickman (2010) CH2: The Norm: Why schools are as they are
the concept of culture helps us reexamine schools as places of human community “when we grasp the underlying values of our particular school as a work environment, we can consciously act to reshape the organization into a purposeful collection of … Continue reading
Pajak (1989) Instructional Program
“supporting and coordinating efforts to improve the instructional program” Knowledge instructional methods and resources research on effective instruction instructional methods, strategies, and techniques existing instructional programs teaching and learning styles Attitudes commitment to instructional improvement supportive of staff involvement in … Continue reading
Sergiovanni & Starratt (2007) Ch 6: Teaching and Learning
Supervision has moved from a place of only investigating teachers’ skills but onto focusing on ensuring that all students are learning. If supervisors want to understand what is going on in classrooms, they must look at a holistic picture of … Continue reading
Glickman (2010) CH 6: Supervisory Behavior Continuium
Purposeful behavior is a behavior that contributes to the decision begin made at the conference or meeting. Listening: looking at the speaker showing understanding showing verbal and non verbal utterances to indicate listening Clarifying: questions and statements that shed light on … Continue reading
Glickman (2010) Ch 14: Observing Skills
Observation is a two part process of describing what has been seen and then interpreting what it means p 237 Observations are used as tools to promote dialogue between the teacher and supervisor to improve classroom instruction. It is important … Continue reading
Pajak (1989) Observation and Conferencing
Observation and Conferencing: Providing feedback to teachers based on classroom observation (p45) Knowledge lesson design differentiating between supervision and evaluation classroom observation techniques learning theory effective teaching strategies and methods Attitudes recognition of a variety of supervisory approaches valuing collegial … Continue reading
Glickman (2010) Ch 17: Group Development
Dimensions of an Effective Group Two dimensions of an effective group: Task dimension-content and purpose of the group meeting. Person dimension- interpersonal processes and satisfaction members experience when working together. Group Member Roles task roles to keep the group moving … Continue reading
Doctoral Readings 