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Supervision That Improves Teaching and Learning

Supervision That Improves Teaching and Learning
Strategies and Techniques

Third Edition

Foreword by Karen Osterman

232 pages | Corwin
In this exciting, new edition of Supervision That Improves Teaching, the authors have taken their reflective clinical supervision process to a new level and focused on the demands that diversity and technology have placed on the supervision cycle. The authors recognize that if supervision of instruction is to be successful, we must address these needs. Therefore, they have built this third edition around the context of diversity within a technological environment. Our new scenarios describe teaching and learning dilemmas for English Language Learners. An additional case study also highlights English Language Learners within the context of "Critical Friends" groups and new observation tools center on the diversity of our schools. Finally, suggestions abound for use of the book within a technological environment – from blogs and wikis to strategies for teaching a hybrid or completely online course.

Sullivan and Glanz have also addressed the dilemmas of preserving meaningful supervision in an era of high-stakes testing and local, state, and national standards. The authors' reflective clinical supervision model encourages and prepares educators to be thoughtful collaborators in improving classroom instruction. And they have extended the options for teacher observation to a thorough but manageable set of tools for standards-based supervision.

Outstanding additions to the third edition include:

- New scenarios, cases and tools focus on the need for differentiated instruction for diverse and exceptional populations in the schools

- Use of this book to evaluate the technological environment in schools in areas such as distance learning, online training, blogging and research

- The authors draw a clearer distinction between evaluation and supervision in this 3rd edition

- The timeline for the Supervision cycle in Chapter 1 has been updated and revised

- Observation Instruments in Chapter 3 have been revised to be more reader and user friendly

- Strategies and observation tools for maintaining reflective supervision in a standards-based environment

This bestselling approach continues to offer interpersonal tools for initiating and providing feedback on classroom observations, alternative approaches to common supervision practices, and the tools necessary for present and future educational leaders to develop dynamic conversations about learning between and among educators-the essence of what effective supervision is really about.

Foreword to the Third Edition, by Karen Osterman
Preface to the Third Edition
About the Authors
A Brief Note to Instructors
1. The Changing Context of Supervision
What Is Supervision?

The Influence of History

Supervision in the Late 19th Century

Democratic Methods and Supervision

Standards-Based Supervision

Understanding the History of Supervision

Implications for the Practice of Supervision

Assessing Belief Systems

Examples of Personal Vision Statements



2. Three Interpersonal Approaches to Supervision
How We Learn

Listening, Reflecting, and Clarifying Techniques

Approaches to Providing Feedback

Guidelines for Reflective Practice



3. Observation Tools and Techniques
Supervision Scenario

Thirty-Two Tools and Techniques for Observation

Quantitative Observation Tools

Qualitative Observation Tools




4. An Introduction to Reflective Clinical Supervision
A Definition of Clinical Supervision

The Reflective Clinical Supervision Cycle


5. Alternative Approaches: Case Studies and Implementation Guidelines
Standards-Based Walk-Through


Peer Coaching

A Journey: From Peer Coaching to Critical Friends

Portfolios for Differentiated Supervision

Peer Assessment: Selection, Support, and Evaluation

Action Research



6. Supervision to Improve Classroom Instruction: Next Steps
Next Steps

Guidelines for Creating a Supervisory Platform

“For Me, Personally”: My Supervisory Platform

Conclusion—or Just a Beginning?


Resource A. Microlab Guidelines
Resource B. Fishbowl Guidelines
Resource C. Technology in the Classroom: Tips That Span the Traditional to the Virtual Classroom
Resource D. Observation Practice Sheets

“Sullivan and Glanz do an excellent job of presenting information in a format that is user friendly, succinct, practical, and applicable to the job of school supervision. This book provides critically important information for aspiring, newly appointed, or veteran school administrators.”

Judy Bruner, Author/Consultant
Instructional Solutions Group

“This is a great marriage of theory and practice.”

Christy M. Moroye, Assistant Professor of Curriculum and Supervision
University of Iowa

Great summary of the supervision and evaluation process.

Dr Kenneth Forman
Other, Suny Stony Brook University
November 22, 2010

New edition for Prof. Herman Clark's summer course
EADM 524 Supervision of Teaching Methods & Classroom Management

Ms Charity Mack
Education Dept, Regent University - Virginia Beach
April 22, 2010

Sample Materials & Chapters


Chapter 1

Susan S. Sullivan

Susan Sullivan is currently Chair of the Department of Education at the College of Staten Island (CSI), City University of New York (CUNY) where all undergraduate and graduate education programs are under the direction of the Chair. Previously, she was the Chair of the Education Department for six years. She continues to teach post master’s courses in supervision of instruction and educational leadership in the Department leadership program. She is co-principal investigator on an NSF grant that supports the Teacher Education Honors Academy and is a founder of the CSI High School for International Studies. In addition, she is currently... More About Author

Jeffrey G. Glanz

Jeffrey Glanz currently serves as a Senior Fellow at the Institute for University-School Partnership, Director of the Masters Program and the Raine and Stanley Silverstein Chair in Professional Ethics and Values at the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University. Prior to coming to YU, Dr. Glanz served as Dean of Graduate Programs and Chair of the Department of Education at Wagner College in Staten Island, New York. He also coordinated the educational leadership program that led to New York State certification as a principal and assistant principal. Prior to arriving at Wagner, he served as... More About Author