Supervision That Improves Teaching and Learning: Strategies and Techniques

Secrets to supervising for instructional improvement! With continual emphasis on student outcomes and state and national standards, supervision of instruction is an indispensable function that inspires good teaching and promotes student learning. More than ever, effective supervision is vital to instructional improvement and this new edition of Supervision That Improves Teaching and Learning pinpoints the strategies and techniques that matter most. Susan Sullivan and Jeffrey Glanz approach supervision as a process for empowering teachers with "super-vision" to see and reflect upon their teaching in a non-judgmental way for improved instructional delivery. Fully updated and revised, this best-selling book features New observation tools centered on diversity and differentiated instruction  Pairing tools for the same focus—one to observe the teacher and a second for the students New case studies on alternative approaches to supervision such as learning walks, lesson study, and book groups  A new chapter on creating transformational change  More on technology topics such as blogs, wikis, online and hybrid courses Scenarios highlighting English Language Learners and exceptional students Summary sheets and observation charts for use in the classroom Reflective microlabs to reinforce material and concepts Featuring 42 qualitative and quantitative observation tools, Supervision That Improves Teaching and Learning encourages hands-on development of essential supervision skills. "Sullivan and Glanz articulate a philosophy of supervision that puts student learning at the center, and puts the focus on talking about teaching (not teachers) in a deep and pragmatic way." —Jeremy Kahan, Assistant Principal Ida Crown Jewish High School Academy, Chicago, IL "This book will certainly prove to be useful as a guide for instructional leaders in both their on-going professional development as well as their daily practice tomorrow. It is not often that we have a book that is well grounded in the theory of instructional leadership while also being practical in its possible applications." —Zach Kelehear, Associate Dean for Academic Affairs College of Education, University of South Carolina

Table of Contents:
Foreword to the Fourth Edition by Karen Osterman Preface to the Fourth Edition Acknowledgments 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 Conclusion Notes 2.Three Interpersonal Approaches to Supervision How We Learn Listening, Reflecting, and Clarifying Techniques Approaches to Providing Feedback Guidelines for Reflective Practice Summary Notes 3. Observation Tools and Techniques Supervision Scenario Forty-Two Tools and Techniques for Observation Quantitative Observation Tools Qualitative Observation Tools Summary Conclusion Notes 4. An Introduction to Reflective Clinical Supervision A Definition of Clinical Supervision The Reflective Clinical Supervision Cycle Conclusion 5. Alternative Approaches: Case Studies and Implementation Guidelines Instructional Rounds Book Study Groups Lesson Study Groups Peer Coaching A Journey: From Peer Coaching to Critical Friends Portfolios for Differentiated Supervision Action Research Conclusion Notes 6. Creating Transformational Change Through a Focus on Instructional Supervision Framework The Case and Two Questions Conclusion 7. 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 References Index

About the Author :
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 planning a leadership program for Chinese school administrators. Her continued research interests center on supervision of instruction and its alternatives, reflective practice, and the role of leadership and supervision of instruction, in particular, in school transformation, themes on which she continues to write journal articles. In addition to the third edition of Supervision that Improves Teaching and Learning: Strategies and Techniques, she and Jeffrey Glanz have coauthored a staff development book, Supervision in Practice, and are the authors of Building Effective Learning Communities. 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 executive assistant to the president of Kean University in Union, New Jersey. Dr. Glanz held faculty status as a tenured professor in the Department of Instruction and Educational Leadership at Kean University’s College of Education. He was named Graduate Teacher of the Year in 1999 by the Student Graduate Association and was also that year’s recipient of the Presidential Award for Outstanding Scholarship. He served as a teacher and assistant principal in the New York City public schools. He has conducted numerous workshops and seminars internationally. Dr. Glanz has authored, coauthored, and co-edited 20 books and has many peer-reviewed article publications.

Review :
"Sullivan and Glanz articulate a philosophy of supervision that puts student learning at the center, and puts the focus on talking about teaching (not teachers) in a deep and pragmatic way. The authors promote a vision of everyone in the school as a learner, and practical tools, steps, and wisdom to help schools realize that vision." -- Jeremy Kahan, Assistant Principal "This book will certainly prove to be useful as a guide for instructional leaders in both their on-going professional development as well as their daily practice tomorrow. It is not often that we have a book that is well grounded in the theory of instructional leadership while also being practical in its possible applications." -- Zach Kelehear, Associate Dean for Academic Affairs