The Wiley Handbook of Educational Supervision.

Intro -- 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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.