Supervision and Instructional Leadership

This leading text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders.

New to this edition:

• Reflective questions at the beginning and end of each chapter.
• A discussion of new instructional leadership roles for supervisors and teachers. (Chapter 1)
• Coverage of cultures within cultures. (Chapter 2)
• An entirely new chapter, “The Dynamic School”. (Chapter 3)
• The latest research on expert teachers. (Chapter 5)
• Explanation of 360° feedback. (Chapter 6)
• Role plays to practice directive control, directive informational, collaborative, and nondirective behavior. (Chapters 7, 8, 9, 10)
• Descriptions of technology for enhanced classroom observation. (Chapter 13)
• Discussion of collaborative walkthroughs. (Chapter 13)
• Role plays on group roles. (Chapter 16)
• Suggestions for involving collaborative groups in school improvement. (Chapter 16)
• Exploration of dialogue as an alternative form of group process. (Chapter 16)
• Presentation of a new tool for evaluating professional development sessions. (Chapter 17)
• Overview of developing curriculum units through “Understanding by Design”. (Chapter 18)
• Review of characteristics of successful action research. (Chapter 19)

Also from Carl D. Glickman, Stephen P. Gordon and Jovita M. Ross-Gordon:

0133155366 - Basic Guide to SuperVision and Instructional Leadership, The Plus MyEdLeadership Lab with Pearson eText, 3/e - ©2013

0205625037 - SuperVision and Instructional Leadership: A Developmental Approach, 8/e - ©2010

0205578594 - The Basic Guide to Supervision and Instructional Leadership, 2/e - ©2009

Also from Stephen P. Gordon:

0205268315 - Professional Development for School Improvement: Empowering Learning Communities, 1/e - ©2004

This groundbreaking text in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision. The text's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped redefine the meaning of supervision and instructional leadership. The Eighth Edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter, “Supervision for What? Democracy and the Good School.”

Building on the success of previous editions, the Eighth Edition addresses hot issues such as school improvement, constructivist teaching, professional development, Chaos Theory, and state-mandated standards. This is a resource that students purchase, use in class, and reference throughout their careers as education leaders.

Carl Glickman is president of the Institute for Schools, Education, and Democracy and Professor Emeritus of Education at the University of Georgia. He began his career as a Teacher Corp intern in the rural south, and later was a principal of award-winning schools in New Hampshire. At the University of Georgia, he and colleagues founded the Georgia League of Professional Schools, a nationally validated network of high-functioning public schools dedicated to the principles of democratic education. He is the author or editor of 14 books on school leadership, educational renewal, and the moral imperative of education.

Stephen P. Gordon is a professor of Education and Community Leadership at Texas State University. He is author of the book Professional Development for School Improvement, co-author of the books The Basic Guide to Supervision and Instructional Leadership, and How to Help Beginning Teachers Succeed , and editor of the books Collaborative Action Research and Standards for Instructional Supervision: Enhancing Teaching and Learning. Dr. Gordon, the former director of the National Center for School Improvement, also was lead consultant for the ASCD video series Improving Instruction through Observation and Feedback.

Jovita M. Ross-Gordon is a professor of Adult, Professional and Community Education at Texas State University where she coordinates the MA in Adult Education. Dr. Ross-Gordon is the author, editor, or co-editor of several books including the 2010 Handbook of Adult and Continuing Education. She has also published numerous chapters and articles on the teaching and learning of adults. She is currently a Co-Editor of both Adult Education Quarterly and New Directions for Adult and Continuing Education, and has served in numerous leadership positions with professional organizations focusing on adult education.