Wiley Handbook of Educational Supervision

SALLY J. ZEPEDA is Professor in the Department of Lifelong Education, Administration, and Policy at the University of Georgia. JUDITH A. PONTICELL is Professor and Chair of the Department of Leadership, Counseling, Adult, Career and Higher Education at the University of South Florida.

• Notes on Contributors ixAcknowledgments xvii1 Introduction 1Sally J. Zepeda and Judith A. PonticellPart I Context 152 A Policy and Political History of Educational Supervision 17W. Kyle Ingle and Jane Clark Lindle3 Foundations of Adult Development and Learning: Implications for Educational Supervision 45Stephen P. Gordon and Jovita M. Ross‐Gordon4 Theories of Professions and the Status of Teaching 75Pamela Martin Fry5 Job‐embedded Learning: How School Leaders Can Use Job‐embedded Learning as a Mechanism for School Improvement 101Kirsten Lee Hill and Laura M. Desimone6 Instructional Supervision in an Era of High‐Stakes Accountability 131Lance D. Fusarelli and Bonnie C. FusarelliPart II Intent 1577 Accountability, Control, and Teachers’ Work in American Schools 159Richard M. Ingersoll and Gregory J. Collins8 Coming to Understand the Wicked Problem of Teacher Evaluation 183Helen M. Hazi9 Discretion and Trust in Professional Supervisory Practices 209Megan Tschannen‐Moran and Christopher R. Gareis10 Managing Collaborative Inquiry for Continuously Better Practice: A Cross‐industry Perspective 229Jane G. Coggshall, Catherine Jacques, and Judith EnnisPart III Process 24911 Observation, Feedback, and Reflection 251Judith A. Ponticell, Sally J. Zepeda, Philip D. Lanoue, Joyce G. Haines, Albert M. Jimenez, and Atakan Ata12 Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach: Critical Review of Conceptual and Empirical Literature 281Jian Wang13 Peer Coaching in Education: From Partners to Faculties and Districts 307Bruce Joyce and Emily F. Calhoun14 From Supervision to “Super Vision”: A Developmental Approach to Collaboration and Capacity Building 329Eleanor Drago‐Severson and Jessica Blum‐DeStefano15 Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry 353Jeffrey Glanz and Revital HeimannPart IV Enactors of Supervision 37916 National Policy/Standards: Changes in Instructional Supervision Since the Implementation of Recent Federal Legislation 381Fred C. Lunenburg17 Teacher Performance Assessments Mandated During the Duncan Era 407Caitlin McMunn Dooley, Stephen J. Owens, and Mark Conley18 Principal Supervisors and the Challenge of Principal Support and Development 433Laura K. Rogers, Ellen Goldring, Mollie Rubin, and Jason A. Grissom19 The Principal: Building the Future Based on the Past 459Mary Lynne Derrington20 Necessity Is the Mother of Re‐invention: Making Teaching Excellence the Norm through Policy and Established Clinical Practice 483Nancy L. Zimpher and Jessica Fisher NeidlPart V Outcomes 50921 Improving Teacher Practice‐based Knowledge: What Teachers Need to Know and How They Come to Know It 511Diane Yendol‐Hoppey, Jennifer Jacobs, and Rebecca West Burns22 Shaping the School‐wide Learning Environment Through Supervisory Leadership 533Erin Anderson and Diana G. Pounder23 High‐performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision 555Kendall Deas24 Supervisory Identity: Cultural Shift, Critical Pedagogy, and the Crisis of Supervision 575Noelle Arnold25 Conflicts, Convergence, and Wicked Problems: The Evolution of Educational Supervision 601Judith A. Ponticell and Sally J. ZepedaIndex 615