The Wiley Handbook of Educational Supervision

Title Page
Copyright Page
Contents
Notes on Contributors
Acknowledgments
Chapter 1 Introduction
Intent and Rationale
An Overview of the Organization of the Handbook and Its Sections
The Context of Supervision
The Intents of Supervision
The Processes of Supervision
The Key Players—Enactors of Supervision
The Outcomes of Supervision
References
Part I Context
Chapter 2 A Policy and Political History of Educational Supervision
The Professionalization of Educational Supervision
Keeping School or Teaching School?
Politicized Teaching Policies: Supervisory Implications
Persisting Tensions
Summary
Note
References
Chapter 3 Foundations of Adult Development and Learning Implications for Educational Supervision
Adult Development
Adult Learning at the Individual Level
Adult Learning in Groups
Adult Learning at the Organizational Level
The Interactive Nature of Adult Development and Adult Learning at the Individual, Group, and Organizational Levels
Summary
References
Chapter 4 Theories of Professions and the Status of Teaching
Introduction
Theories of Professions
A Structural-functional Theory of Professions
Power and Privilege Theory of Professions
A Process and Practice Theory of Professionalism and the Role of Educational Supervision
The Challenge for Professionalization of Teaching
How Can Teaching Better Engage in a Process of Professionalization?
Conclusion
References
Chapter 5 Job-embedded Learning: How School Leaders Can Use Job-embedded Learning​​ as a Mechanism for School Improvement
The Status Quo of Professional Development
What Does Effective Professional Development Look Like?
Job-embedded Learning: Using Policy Attributes Theory to Guide Effective Professional Development
Schools as Learning Organizations: Professional Development as a Mechanism for Building School Capacity
Moving Forward: Professional Development as a Tool for School Reform
References
Chapter 6 Instructional Supervision in an Era of High-Stakes Accountability
Introduction
A Brief History of Instructional Supervision
Obstacles and Barriers to Effective Teacher Evaluation
The Rise of Performance‐based Assessment and Accountability
Value‐Added Models of Teacher Evaluation
The Changing Nature of Teacher Appraisal
Instructional Supervision in Effective Schools
Conclusion
Note
References
Part II Intent
Chapter 7 Accountability, Control, and Teachers’ Work in American Schools
Introduction
Objectives
Data and Concepts
Results
Conclusion
Acknowledgment
Notes
References
Chapter 8 Coming to Understand the Wicked Problem of Teacher Evaluation
Introduction
Teaching and Teacher Evaluation
Enduring Influences
Emerging Influences
Multiple Measures
Cautions in the Crossroads
References
Chapter 9 Discretion and Trust in Professional Supervisory Practices
Discretion: The Heart of Professionalism
Professional Learning Communities
The Role of the Supervisor in PLCs
Trust: The Foundation of Discretion
Supervision and the Classic Professional–Bureaucratic Conflict
Two Realms of Supervision
Evaluation
Professional Development
Discretion and Trust in Supervision
Discretion, Trust, and Supervisors
References
Chapter 10 Managing Collaborative Inquiry for Continuously Better Practice: A Cross-industry Perspective
Introduction
Selected Collaborative Inquiry Designs in Education
Selected Collaborative Inquiry Designs in Medicine
Some Cross-industry Observations
Final Thoughts
Notes
References
Part III Process
Chapter 11 Observation, Feedback, and Reflection
Introduction
History and Intent of Classroom Observation and Feedback
Teacher Experiences with Classroom Observation
Classroom Observation Models
Feedback and Reflection
Building Capacity for Reflective Practice
Enduring Challenges
References
Chapter 12 Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach: Critical Review of Conceptual and Empirical Literature
Review Purposes and Methods
Functions of Teacher Mentoring
Conceptions and Practice of Teacher Mentoring
Contextual Influences on Teacher Mentoring
Conclusion
References
Chapter 13 Peer Coaching in Education: From Partners to Faculties and Districts
Introduction
A Tale of Two Learners
Trying to Learn About How We Learn: Context
Research on the Question: How Do Teachers Learn?
Professional Development for In‐service Teachers: First Studies
A Larger Scale: Using the PDP‐PC Design for District‐wide School Improvement
Pervasive Study by Teachers and Students
Whence?
Notes
References
Chapter 14 From Supervision to “Super Vision” A Developmental Approach to Collaboration and Capacity Building
Theoretical Foundation: Constructive-developmental Theory
Ways of Knowing in Adulthood
Learning and Growing Through Collaboration: Four Pillar Practices for Growth and Capacity Building
Conclusion: Enhancing Educational Supervision Through Collaboration
Note
References
Chapter 15 Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry
Introduction
Contextualizing Action Research and Appreciative Inquiry within the Overall Structure of Educational Supervision and Instructional Leadership
Evolution of Action Research and Appreciative Inquiry as Complementary Approaches to Supervision
A Review of Research on Action Research and Appreciative Inquiry Related to Educational Supervision
A Theoretical Model from which to Understand Action Research and Appreciative Inquiry
Summary and Future Directions
Conclusion
References
Part IV Enactors of Supervision
Chapter 16 National Policy/Standards
Early Federal Involvement
The Modern Era
Standards-based Reform
A New Approach to Leading Schools
Conclusion
References
Chapter 17 Teacher Performance Assessments Mandated During the Duncan Era
Introduction
How We Got Here: A Brief History
Methodology
Findings
Recommendations
References
Chapter 18 Principal Supervisors and the Challenge of Principal Support and Development
Introduction
Defining Supervision
The Rise of Supervision in Education
The Role of Supervisors in Supporting Principal Instructional Leadership
Conclusion: Challenges to Shifting the Supervisory Role
Summary
References
Chapter 19 The Principal Building the Future Based on the Past
Introduction
The Perspective of Supervision and Evaluation Framing the Chapter
Evolving Expectations: The Early Years
Federal Policy Influence Increases
A Field in Flux—the 1960s and 1970s
Policy Federal Influence Continues from 1960 to 1980
Teaming, Effectiveness, and Increased Expectations: 1980s and 1990s
Policy Background: Major Reports Challenge the Status Quo
Principal as Leader of Leaders: 2000 and Beyond
Policy Background: Experimentation
Applying a Change Theory Perspective
Continuing Trends and Issues
Summary
References
Chapter 20 Necessity Is the Mother of Re-invention Making Teaching Excellence the Norm through Policy and Established Clinical Practice
SUNY’s Role: A Leader in Educator Preparation
TeachNY: Creating a Collaborative to Make Collective Impact
Five Areas to Focus on in the Re‐invention of Teacher Preparation
A Work in Progress
Conclusion
Notes
References
Part V Outcomes
Chapter 21 Improving Teacher Practice-based Knowledge: What Teachers Need to Know and How They Come to Know It
Why Is Practice-Based Learning Central to Teacher Candidates and Practicing Teacher Knowledge Development?
Inquiry Stance
Equity and Social Justice
Pedagogical Content Knowledge
Conclusion
References
Chapter 22 Shaping the School‐wide Learning Environment Through Supervisory Leadership
Introduction
Leadership and the School‐Wide Learning Environment
Learning Climate
Instructional Capacity
Implications for Supervisory Leadership Practice
Summary and Conclusions
References
Chapter 23 High-performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision
Introduction
Assessing the Trajectory of Teacher Supervision in the American Education System
Evaluating the Impact of Accountability Movement Policies on Teacher Supervision and Evaluation
Linkages between Educational Leadership and Student Achievement
Evaluating the Issue of Equity as an Outcome of Quality Educational Supervision
Conclusions
References
Chapter 24 Supervisory Identity: Cultural Shift, Critical Pedagogy, and the Crisis of Supervision
Introduction
Cultural Shifts
Critical Pedagogies and Supervision
Emancipatory Supervision
Supervisory Identity
Summary
References
Chapter 25 Conflicts, Convergence, and Wicked Problems: The Evolution of Educational Supervision
Context of Supervision
Intent of Supervision
Processes of Supervision
Enactors of Supervision
Outcomes of Supervision
Summary
References
Index
EULA