Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach

Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon

This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright Allyn & Bacon 2007

Chapter 5 Reflections on Schools, Teaching, and Supervision

This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright Allyn & Bacon 2007

Effective Teaching

Based on your experience and observation, what are the characteristics of effective teaching?

Copyright Allyn & Bacon 2007

The Coast of Great Britain

Copyright Allyn & Bacon 2007

Constructivist Teaching and Learning

What are advantages of constructivist teaching and learning? What are concerns that schools and teachers moving toward constructivist teaching and learning might need to address?

Copyright Allyn & Bacon 2007

Beliefs about Education

1. In the best of all worlds, which of the following teachers described in Chapter 5 would you teach like?
Joan Simpson Bill Washington Pat Rogers

2.

If a group of observers watched you teach over a period of time, which of the following teachers would they say you taught like?
Joan Simpson Bill Washington Pat Rogers

3.

If your answer to question 2 was different than your answer to question 1, why do you think the answers were different?
Copyright Allyn & Bacon 2007

Supervision Beliefs
Which of the supervisors described in Chapter 5 would you wish to have as your supervisor? Bob Reynolds Jon White Shawn Moore Why was the supervisor you selected your first choice?

Copyright Allyn & Bacon 2007

Three Super Philosophies

Essentialism Experimentalism Existentialism

View of Reality

Exists outside, absolute, unchanging

Train the mind to think rationally

What works, tentative, constantly changing

Interact with environment; experiment Supervisor works democratically with teachers

Individual is source of reality, defines reality

Engage in selfdiscovery; create meaning Supervisor facilitates teacher exploration and autonomy
Copyright Allyn & Bacon 2007

How to Learn about Reality Application to Supervision

Supervisor is expert; transmits instructional knowledge

Supervisory Interpersonal Behaviors

Directive Supervision: The supervisors role is to inform, direct, model, and assess teaching competencies. Collaborative Supervision: The supervisors role is to guide the problem-solving process, be an active member of the interaction, and keep the teachers focused on their common problems. Nondirective Supervision: The supervisors role is to listen, be nonjudgmental, and provide selfawareness and clarification experiences for teachers.
Copyright Allyn & Bacon 2007

Relationship of Philosophy, Control, and Supervisory Belief

Educational Philosophy Essentialism Decision-Making Responsibility Supervisor high, teacher low Supervisor and teacher equal Supervisory Belief Directive

Experimentalism

Collaborative

Existentialism

Supervisor low, teacher Nondirective high

Copyright Allyn & Bacon 2007

Effects of Culture on Beliefs

Do I have more difficulty working with some cultural groups than others? If so, why? How congruent are my espoused beliefs and actions when working with cultural groups different from my own? How does my cultural background influence my expectations of and interactions with parents? How does my cultural background contribute to my perceptions of effective teaching? How does my cultural background affect my expectations of students in general? My expectations of different student groups?

Copyright Allyn & Bacon 2007

Cultural Effects on a School

How does the dominant culture inform our goals as a school? How do other cultures contribute to our goals? How is the dominant culture represented in our curriculum, including textbooks and curriculum materials? Are other cultures reflected positively in our curriculum? How do our cultural beliefs affect the way students are grouped and placed in various programs in our school?

Copyright Allyn & Bacon 2007

Cultural Effects on a School (continued)

How do our cultural beliefs affect the schools
disciplinary practices? How do our cultural beliefs affect the way we assess student learning? How do our cultural beliefs affect the way we interact with our students families?

Copyright Allyn & Bacon 2007

Practitioner Reflection: Supervisory Platform: Whats your story?

What leadership strategies does the author utilize in her school? Which of these leadership strategies would you like to utilize? Why? Which strategies does the leadership team at your school currently utilize? How effective are the strategies?

Copyright Allyn & Bacon 2007