A New Paradigm

 What Do These Case Studies Teach us

About Effective Schools?
 Team 1: Chapter 1:
 Case Studies: Finnie Tyler High School,
Germando Elementary
 Team 2: Chapter 1: SuperVision (pp. 6 - 11)

 Team 3: Chapter 2:

School Culture: (pp. 15 - 16), Blaming Victim,

Larger Context, (pp. 26, 27).
 Team 5: Chapter 3: Effective Schools
Research (pp. 30 - 34 (top)
 Team 6: Chapter 3: School Improvement, etc.
(pp. 35 - 37)
 1. Collegial rather than hierarchical
relationship between teachers and formally
designated supervisors.
 2. Supervision as the province

of teachers as well as formally

designated supervisors.
 3. A focus on teacher growth

 rather than teacher compliance.

 4) Facilitation of teachers collaborating with
each other in instructional improvement
efforts.
 5) Teacher-involvement in ongoing reflective
inquiry (Gordon, 1997, p. 16)
 Supervision: "to watch over", "to direct",
"oversee."
 Historic view of supervision: an instrument for
controlling teachers.
 Ingersoll (2003):
 The flight from
 education of both
 new and experienced
 educators is due to
 the external control
 of teachers' work lives.
 SuperVision: term for describing the
collegial model of instructional leadership.
Deonotes a dommon vision of what teaching
and learning can and should be.
 Developed collaboratively by
 formally designated supervisors,
 teachers, and other members of
 the school community.
 Work together to make their
 vision a reality.
 A democratic community of learning based
on moral principles calling for all students to
be educated in a manner that will help them
lead fulfilling lives and be contributing
members of a
democratic society.
 Based on moral
principles.
 Collegial learning
communities.
 Supervision is the 'glue' of a successful
school.
 Instructional effectiveness + whole school
action.
 Instruction + Classroom Management +
Professional Development + Action Research
under a common purpose to
reach group objectives (Bernauer,
2002; Calhoun, 2002: MacKenzie,
1983).
 Requires knowledge, interpersonal skills and
technical skills.
 Applied through the supervisory tasks of:
direct assistance to teachers, curriculum
development, professional development,
group development and action research.
 Organizational goals + teacher needs =
improved learning.
 1) Knowledge Base for School Leaders:
a) What teachers and schools can be.
b) Adult and teacher development.
c) Research-based supervisory
practices.
 2) Interpersonal Skills for
School Leaders:
a) Understand own behaviors.
b) Facilitation, coaching, collaboration
 3) Technical Skills:
a) Observing, planning assessing.
b) Evaluating instructional improvement

Model for
SuperVision: p. 10
 Direct
Assistance

Action Group
Research Development
Supervision

Curriculum Professional
Development Development
 Supervision is based on moral purpose and
begins with the school community asking:
1) What type of society do we desire?
2) What type of educational environment
should supervision
promote in order to
move toward the
society we desire?
 Educators: the primary stewards of the
democratic spirit.