Quality Teaching through Professional Development

This book is concerned with the conflict in United States schools between principals and teachers over teacher supervision. Many teachers are unhappy, regarding classroom supervision as a meaningless and intrusive ritual where all teachers—regardless of experience and competence—receive the same superficial treatment. The solution advocated by the authors includes a more individualized, less clinical form of supervision that draws upon the best of current research on teaching and team leadership.

This book is concerned with the conflict in United States schools between principals and teachers over teacher supervision. Many teachers are unhappy, regarding classroom supervision as a meaningless and intrusive ritual where all teachers - regardless of experience and competence - receive the same superficial treatment. The solution advocated by the authors includes a more individualized, less clinical form of supervision which draws upon the best of current research on teaching and team leadership.

Allan A. Glatthorn is Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dis­sertations, and taught courses in super­vision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor he has chaired close to one hundred dissertations. He is the author of numerous professional books, several of which have been published by Corwin Press.