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Supervision That Improves Teaching and Learning
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Supervision That Improves Teaching and Learning
Strategies and Techniques

Fourth Edition

Foreword by Karen Osterman

Additional resources:


February 2013 | 256 pages | Corwin

Secrets to supervising for instructional improvement!

With continual emphasis on student outcomes and state and national standards, supervision of instruction is an indispensable function that inspires good teaching and promotes student learning. More than ever, effective supervision is vital to instructional improvement and this new edition of Supervision That Improves Teaching and Learning pinpoints the strategies and techniques that matter most.

Susan Sullivan and Jeffrey Glanz approach supervision as a process for empowering teachers with "super-vision" to see and reflect upon their teaching in a non-judgmental way for improved instructional delivery. Fully updated and revised, this best-selling book features

  • New observation tools centered on diversity and differentiated instruction 
  • Pairing tools for the same focus—one to observe the teacher and a second for the students
  • New case studies on alternative approaches to supervision such as learning walks, lesson study, and book groups 
  • A new chapter on creating transformational change 
  • More on technology topics such as blogs, wikis, online and hybrid courses
  • Scenarios highlighting English Language Learners and exceptional students
  • Summary sheets and observation charts for use in the classroom
  • Reflective microlabs to reinforce material and concepts

Featuring 42 qualitative and quantitative observation tools, Supervision That Improves Teaching and Learning encourages hands-on development of essential supervision skills.

"Sullivan and Glanz articulate a philosophy of supervision that puts student learning at the center, and puts the focus on talking about teaching (not teachers) in a deep and pragmatic way."
—Jeremy Kahan, Assistant Principal
Ida Crown Jewish High School Academy, Chicago, IL

"This book will certainly prove to be useful as a guide for instructional leaders in both their on-going professional development as well as their daily practice tomorrow. It is not often that we have a book that is well grounded in the theory of instructional leadership while also being practical in its possible applications."
—Zach Kelehear, Associate Dean for Academic Affairs
College of Education, University of South Carolina


 
Foreword to the Fourth Edition by Karen Osterman
 
Preface to the Fourth Edition
 
Acknowledgments
 
About the Authors
 
A Brief Note to Instructors
 
1. The Changing Context of Supervision
What Is Supervision?  
The Influence of History  
Supervision in the Late 19th Century  
Democratic Methods and Supervision  
Standards-Based Supervision  
Understanding the History of Supervision  
Implications for the Practice of Supervision  
Assessing Belief Systems  
Conclusion  
Notes  
 
2.Three Interpersonal Approaches to Supervision
How We Learn  
Listening, Reflecting, and Clarifying Techniques  
Approaches to Providing Feedback  
Guidelines for Reflective Practice  
Summary  
Notes  
 
3. Observation Tools and Techniques
Supervision Scenario  
Forty-Two Tools and Techniques for Observation  
Quantitative Observation Tools  
Qualitative Observation Tools  
Summary  
Conclusion  
Notes  
 
4. An Introduction to Reflective Clinical Supervision
A Definition of Clinical Supervision  
The Reflective Clinical Supervision Cycle  
Conclusion  
 
5. Alternative Approaches: Case Studies and Implementation Guidelines
Instructional Rounds  
Book Study Groups  
Lesson Study Groups  
Peer Coaching  
A Journey: From Peer Coaching to Critical Friends  
Portfolios for Differentiated Supervision  
Action Research  
Conclusion  
Notes  
 
6. Creating Transformational Change Through a Focus on Instructional Supervision
Framework  
The Case and Two Questions  
Conclusion  
 
7. Supervision to Improve Classroom Instruction: Next Steps
Next Steps  
Guidelines for Creating a Supervisory Platform  
"For Me, Personally": My Supervisory Platform  
Conclusion - Or Just a Beginning?  
 
Resource A. Microlab Guidelines
 
Resource B. Fishbowl Guidelines
 
Resource C. Technology in the Classroom: Tips That Span the Traditional to the Virtual Classroom
 
Resource D. Observation Practice Sheets
 
References
 
Index

Supplements

Companion Site
Through the companion site, the reader has access to resources from the book, informational videos, and the link to the author's website.

"Sullivan and Glanz articulate a philosophy of supervision that puts student learning at the center, and puts the focus on talking about teaching (not teachers) in a deep and pragmatic way. The authors promote a vision of everyone in the school as a learner, and practical tools, steps, and wisdom to help schools realize that vision."

Jeremy Kahan, Assistant Principal
Ida Crown Jewish High School Academy, Chicago, IL

"This book will certainly prove to be useful as a guide for instructional leaders in both their on-going professional development as well as their daily practice tomorrow. It is not often that we have a book that is well grounded in the theory of instructional leadership while also being practical in its possible applications."

Zach Kelehear, Associate Dean for Academic Affairs
College of Education, University of South Carolina

Will be used in the future. This is a great book but course was cancelled

Dr Joanne Newcombe
Education Dept, Nichols College
August 16, 2014
Key features

The text, designed to be user friendly, provides examples of summary sheets and observation charts as well as "crib sheets" to enhance review and actual use in the class­room. Throughout each chapter are reflective microlabs and other activities designed to reinforce new material and concepts.

New scenarios describe teaching and learning dilemmas for English Language Learners and exceptional studnets. New observation tools center on the diversity of our schools, emphasizing the need for differentiated instruction in order to reach all children and ongoing assessment of learning. Finally, suggestions abound for use of the book within a technological environment – from blogs and wikis to strategies for teaching a hybrid or completely online course.

Our focus is meaningful supervision in the current context.

· Detail will be added on how supervision can transform a school instructionally- school/instructional change. We have in-depth case studies about whole school change through supervision. These studies, in the current context, would be the major change.

· We will reorganize the whole third chapter so that as many tools as possible that focus on the teacher also have corresponding tools that focus on the student(s). I think there has to be an orientation towards meaningful "data collection" and looking at student responses are a part of that. All the tools must have an online component.

· Make minor changes in the interpersonal processes and in the cycle

· I'd also like to add, possibly a chapter, on how to do meaningful supervision within the contemporary high stakes environment. People using the book have to understand that the processes and cycles we recommend fit within any environment. A few models could be included.

· The fourth chapter on alternatives to traditional supervision needs up dating

Mentions in the Preface:

Therefore, in addition to continuing to focus on the issues of supervisory practices that value diverse learning styles of teachers and students alike and the technologies necessary to promote quality teaching and learning that formed the core of the third edition, we highlight two additional beliefs in this edition. Our declaration that instructional supervision, as best practice, is a school-wide process in which learning and teaching are the core of the school's mission, underlie the changes in Chapter 3, the new Chapter 6, and the new case studies in Chapter 5. 

Sample Materials & Chapters

Sample Materials


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ISBN: 9781452255460
$44.95