Supervision That Improves Teaching and Learning

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.

"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."

• Foreword to the Fourth Edition by Karen OstermanPreface to the Fourth EditionAcknowledgmentsAbout the AuthorsA Brief Note to Instructors1. The Changing Context of SupervisionWhat Is Supervision?The Influence of HistorySupervision in the Late 19th CenturyDemocratic Methods and SupervisionStandards-Based SupervisionUnderstanding the History of SupervisionImplications for the Practice of SupervisionAssessing Belief SystemsConclusionNotes2.Three Interpersonal Approaches to SupervisionHow We LearnListening, Reflecting, and Clarifying TechniquesApproaches to Providing FeedbackGuidelines for Reflective PracticeSummaryNotes3. Observation Tools and TechniquesSupervision ScenarioForty-Two Tools and Techniques for ObservationQuantitative Observation ToolsQualitative Observation ToolsSummaryConclusionNotes4. An Introduction to Reflective Clinical SupervisionA Definition of Clinical SupervisionThe Reflective Clinical Supervision CycleConclusion5. Alternative Approaches: Case Studies and Implementation GuidelinesInstructional RoundsBook Study GroupsLesson Study GroupsPeer CoachingA Journey: From Peer Coaching to Critical FriendsPortfolios for Differentiated SupervisionAction ResearchConclusionNotes6. Creating Transformational Change Through a Focus on Instructional SupervisionFrameworkThe Case and Two QuestionsConclusion7. Supervision to Improve Classroom Instruction: Next StepsNext StepsGuidelines for Creating a Supervisory Platform"For Me, Personally": My Supervisory PlatformConclusion - Or Just a Beginning?Resource A. Microlab GuidelinesResource B. Fishbowl GuidelinesResource C. Technology in the Classroom: Tips That Span the Traditional to the Virtual ClassroomResource D. Observation Practice SheetsReferencesIndex