SuperVision and Instructional Leadership A D E V E L O P M E N T A L A P P R O A C H t e n t h e d i t i o n Carl D. Glickman Professor Emeritus of Education, The University of Georgia Stephen P. Gordon Professor of Education and Community Leadership, Texas State University Jovita M. Ross-Gordon Professor of Adult, Professional, and Community Education, Texas State University 330 Hudson Street, NY NY 10013 VP and Editorial Director: Kevin Davis Executive Portfolio Manager: Julie Peters Content Producer: Miryam Chandler Portfolio Management Assistant: Maria Feliberty Executive Product Marketing Manager: Christopher Barry Executive Field Marketing Manager: Krista Clark Procurement Specialist: Deidra Smith Cover Design: Taylor Reed, Cenveo Cover Art: selensergen/Fotolia Media Producer: Allison Longley Editorial Production and Composition Services: SPi Global Full-Service Project Manager: Michelle Gardner Printer/Binder: RRD Owensville Cover Printer: RRD Owensville Text Font: Sabon LT Pro Credits and acknowledgments for materials borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text. Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change. Copyright © 2018, 2014, 2010, 2007, 2004 by Pearson Education, Inc. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please visit http://www.pearsoned.com/permissions/. Library of Congress Cataloging-in-Publication Data Names: Glickman, Carl D., author. | Gordon, Stephen P., 1948- author. | Ross-Gordon, Jovita M., author. Title: Supervision and instructional leadership : a developmental approach / Carl D. Glickman, Professor Emeritus of Education, The University of Georgia, Athens, Georgia, Stephen P. Gordon, Professor of Education and Community Leadership, Texas State University, Jovita M. Ross-Gordon, Professor of Adult, Professional, and Community Education, Texas State University. Description: Tenth edition. | New York : Pearson, [2017] Identifiers: LCCN 2016028429 | ISBN 9780134449890 Subjects: LCSH: School supervision. Classification: LCC LB2806.4 .G56 2017 | DDC 371.2/03—dc23 LC record available at https://lccn.loc.gov/2016028429 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-444989-4 ISBN 13: 978-0-13-444989-0 iii About the Authors Carl D. Glickman is Professor Emeritus of Education at the University of Georgia. He began his career as a Teacher Corps intern in the rural South and later was a principal of award-winning schools in New Hampshire. At the University of Georgia he and colleagues founded the Georgia League of Professional Schools, a nationally validated network of high-functioning public schools dedicated to the principles of democratic education. He is the author or editor of 14 books on school leadership, educational renewal, and the moral imperative of education. Stephen P. Gordon is a professor of Education and Community Leadership at Texas State University. He is author of the book Professional Development for School Improvement, coauthor of the books The Basic Guide to Supervision and Instructional Leadership and How to Help Beginning Teachers Succeed, and editor of the books Collaborative Action Research and Standards for Instructional Supervision: Enhancing Teaching and Learning. Dr. Gordon, the former director of the National Center for School Improvement, also was lead consultant for the ASCD video series Improving Instruction through Observation and Feedback. Jovita M. Ross-Gordon is a professor of Adult, Professional and Community Educa - tion at Texas State University. Dr. Ross-Gordon is the author, editor, or coeditor of several books including the 2010 Handbook of Adult and Continuing Education . She has also published numerous chapters and articles on the teaching and learning of adults, particularly in the setting of higher education. She is currently coeditor-in-chief of New Directions for Adult and Continuing Education, and has served in numerous leadership positions with professional organizations focusing on adult education. iv Preface New to This Edition Highlights of new features of this 10 th edition include the following: š Differentiated instructional leadership roles for supervisors, formal teacher leaders, and informal teacher leaders (Chapter 1) š The Newtonian paradigm and traditional schools (Chapter 2) š The quantum paradigm and dynamic schools (Chapter 3) š Update on self-directed learning and introduction to heutagogy (Chapter 4) š Role-plays on beliefs about teaching and supervision (Chapter 5) š Introductory activity on Johari Window (Chapter 6) š Characteristics of teachers best matched with directive control, directive informational, collaborative, and nondirective behaviors (Chapters 7, 8, 9, 10) š Schoolwide classroom observations (Chapter 12) š Process decision program charts (Chapter 13) š Implementation skills (Chapter 14) š Mentoring (chapter 15) š A new chapter on teacher evaluation (Chapter 16) š The new wave of teacher evaluation systems (Chapter 16) š Stages of group development (Chapter 17) š Characteristics of effective groups (Chapter 17) š Curriculum mapping—and remapping (Chapter 19) š Appreciative inquiry (Chapter 20) š Comparing chaos theory, postmodern theory, and educational change theory (Chapter 21) š Equity for students with disabilities (Chapter 22) š Comparing classic organizations with authentic communities (Chapter 23) Details of the New Edition This 10th edition continues to call for a collegial approach to instructional supervision, and Part 1 of the book expands on that call by emphasizing the need for teacher leadership as a P reface v critical component of collegial supervision. Responsibilities of supervisors as well as formal and informal teacher leaders are suggested as part of a collective approach to supervision described in Chapter 1. Part 2 considers the knowledge necessary for successful supervision. In Chapter 2 , we describe the characteristics of conventional schools that hinder teaching and learning, and ask the reader to examine the Newtonian paradigm as the worldview that undergirds conventional schools. Chapter 3 turns the reader’s attention to the positive side as we explore the characteris - tics of dynamic schools and how such schools reflect the quantum paradigm. Teachers, of course, are adults, and we are proud that this was the first book on instructional supervision with exten - sive discussions of adult learning and development. This edition adds to the knowledge on adult and teacher development presented in Chapter 4 with an update on self-directed learning and an introduction to the concept of heutagogy , an alternative to andragogy that focuses on an even more autonomous, self-determined adult learner. Successful supervisors need to not only know about the different belief systems that influence teaching and supervision, but also to clarify their own beliefs about education and supervision. Chapter 5 provides both a review of various belief systems and activities designed to assist understanding and clarification of beliefs. Part 3 shifts to a discussion of interpersonal skills. Chapter 6 introduces the supervisory behavior continuum and shows how interpersonal behaviors along the continuum represent different approaches to supervision. This chapter also includes methods supervisors can use to assess their own supervisory behaviors. The next four chapters describe each of four inter - personal approaches: directive control (Chapter 7 ), directive informational (Chapter 8 ), col - laborative (Chapter 9 ), and nondirective (Chapter 10 ), and discuss characteristics of teachers best matched with each approach, the sequence of behaviors for each approach, and issues related to each approach. Finally, developmental supervision is reviewed in Chapter 11 . The three phases of the model—choosing the best approach, applying the chosen approach, and fostering teacher development—are presented, along with case studies of the four supervisory approaches incorporated into the developmental model. Part 4 is concerned with the technical skills of supervision. Observation skills, addressed in Chapter 12 , can be used to carry out both quantitative and qualitative classroom observa - tions, either for the purpose of assisting individual teachers to improve their instruction or for schoolwide observations as part of a needs assessment or evaluation of the school’s instruc - tional program. Chapter 13 begins with assessing and planning for personal improvement, and then shifts to a discussion of schoolwide assessment and planning as the first two components of instructional improvement across the organization. The discussion of skills for schoolwide instructional improvement continues in Chapter 14, which addresses skills for implementation and evaluation, the third and fourth components of the improvement process. Part 5 , on the technical tasks of supervision, begins with Chapter 15 ’s treatment of direct assistance, including clinical supervision, peer coaching, and a new section on mentoring. Chap - ter 16 in this edition is a new chapter focused on the evaluation of teaching. In this chapter we examine the new wave of teacher evaluation systems, many of which include a “value added” component requiring the consideration of student test scores as part of teacher evaluation. We also discuss the difference between summative and formative evaluation of teachers, urge that these two types of evaluation of teaching be kept separate, and argue for more emphasis on formative evaluation. Chapter 17 , on group development, includes new sections on the stages of group development and the characteristics of effective groups as well as long-standing discussions of group roles, resolving conflict, and preparing for group meetings. Chapter 18 includes information on the characteristics of successful professional development; suggestions for integrating schoolwide, group, and individual professional development; descriptions of vi P reface alternative professional development formats; discussion of three stages of professional devel - opment; and ideas for evaluating professional development programs. Chapter 19 , on curricu - lum development, describes the effects of legislated learning on the school curriculum and urges that teachers become more involved in curriculum development as a vehicle for enhancing their thinking about instruction. Five key issues that must be addressed during curriculum develop - ment are presented, the need for a culturally diverse curriculum is discussed, and a new section on “curriculum mapping and remapping” is introduced. Chapter 20 proposes action research as a vehicle for integrating all of the other technical tasks of supervision. The characteristics of successful action research are reviewed, and three alternative approaches to action research are offered for consideration. Shared governance for action research is described, and suggestions for assisting action research are offered. Part 6 deals with the cultural tasks of supervision. Chapter 21 looks at three very different sources of change theory—chaos theory, postmodern theory, and education change theory—and presents a variety of comparisons across the three theories. The chapter concludes with a call to change the conditions of teaching if we wish schools to improve. Chapter 22 is concerned with the need to address diversity in our schools, and examines the need to work toward equity for diverse economic, racial, and ethnic groups; males and females; sexual and gender minorities; and students with disabilities. Finally, Chapter 23 , on building community, proposes that schools are more likely to foster student growth and development if they are viewed as communities rather than organizations, and suggests five attributes of a fully functioning school community. T o the Instructor We recommend that students be asked to consider the “Questions to Reflect On ” at the beginning of each chapter as they read the chapter. One way of doing this is to ask students to keep a reflective journal throughout the course, with journal entries for each chapter focused on that chapter’s reflective questions. Students then can share their responses to the questions as part of a class discussion on the chapter. The reflective exercise at the end of each chapter can be completed independently outside of class or be adopted for use as a small-group, in-class activity. Individual students or small groups can share reflective exercise products with the class. Acknowledgments It is impossible to acknowledge all those who have contributed to the development of this book. We would like to acknowledge the contribution of our colleague Edward Pajak, who developed with Glickman the directive informational supervisory approach in the early 1980s; throughout his career, Ed provided a guiding influence on the field of supervision. A host of colleagues—school practitioners, graduate students, and university faculty members—have provided us with settings, collaborations, and discussion for field-testing developmental and democratic propositions about supervision. Thanks to Dr. Jeff King, Dr. Rachel Solis, and doctoral research assistant Zane Wubbena for their assistance in various phases of the writing process. A special thanks to doctoral research assistant Susan Croteau, who conducted litera - ture reviews, contributed to the writing of learning outcomes and our discussion of equity for students with disabilities, and assisted with editing. vii Brief Contents p a r t one Introduction 1 1 SuperVision for Successful Schools 3 p a r t two Knowledge 21 2 The Norm: Why Traditional Schools Are as They Are 23 3 The Dynamic School 39 4 Adult and Teacher Development within the Context of the School 62 5 Reflections on Educational Beliefs, Teaching, and Supervision 93 p a r t three Interpersonal Skills 111 6 Supervisory Behavior Continuum: Know Thyself 113 7 Directive Control Behaviors 130 8 Directive Informational Behaviors 140 9 Collaborative Behaviors 150 10 Nondirective Behaviors 160 11 Developmental Supervision 172 p a r t four Technical Skills 191 12 Observing Skills 193 viii Brief Contents 13 Assessing and Planning Skills 220 14 Implementation and Evaluation Skills 248 p a r t five Technical Tasks of Supervision 265 15 Direct Assistance to Teachers 267 16 Evaluation of Teaching 284 17 Group Development 302 18 Professional Development 325 19 Curriculum Development 338 20 Action Research: The School as the Center of Inquiry 367 p a r t six Cultural Tasks of SuperVision 387 21 Facilitating Change 389 22 Addressing Diversity 411 23 Building Community 439 Appendix A: Educat ional Philosophy Q Sort* 459 Append ix B: Review of Int erpersonal Behavior in the Four Supervisory Approaches 465 References 467 Name Index 497 Subject Index 502 ix Contents p a r t one Introduction 1 1 SuperVision for Successful Schools 3 SuperVision: A New Name for a New Paradigm 6 Supervisory Glue as a Metaphor f or Success 9 New Roles f or Supervisors and Teachers 9 Supervision and Mor al Purpose 1 7 Organization of This Book 1 8 Reflective Exercise 20 p a r t two Knowledge 21 2 The Norm: Why Traditional Schools Are as They Are 23 The Work Environment or Culture of Schools: The Legacy of the One-Room Schoolhouse 24 Cultures Within Cultures 32 Looking Deeper: The Newtonian Paradigm and Traditional Schools 34 R eflective Exercise 38 3 The Dynamic School 39 Shared Leadership, Collegiality, and Collaboration 41 A Cause Be yond Oneself 41 x Contents Professional Development 42 P ositive Learning Climate 43 A uthentic Curriculum, Instruction, and Assessment 44 Democr acy 46 Inquiry 47 Cultural Responsiveness 48 P artnerships and Networks 49 Be yond Newtonianism: The Quantum Paradigm and Dynamic Schools 54 Closing Quest ion 61 R eflective Exercise 61 4 Adult and Teacher Development Within the Context of the School 62 Adults as Learners 63 A dult and Teacher Development 75 Dev elopment: Ebb and Flow 91 R eflective Exercise 92 5 Reflections on Educational Beliefs, Teaching, and Supervision 93 Beliefs, Goals, and Effective Teaching 94 Bel iefs About Education 96 Supervisory Bel iefs 97 Supervisory Plat form as Related to Educational Philosophy 99 Checking Your Own Supervisory Beliefs 1 03 What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility? 106 Educational Philosophy, Teachers, Supervisors, and Supervisory Approach 107 Where You Stand Depends on Where You Sit: Effects of Culture on Beliefs 107 Reflective Exercise 1 09 Contents xi p a r t three Interpersonal Skills 111 6 Supervisory Behavior Continuum: Know Thyself 113 Outcomes of Conference 1 16 Valid Assessment of Self 1 17 Cognitive Dissonance 124 Compar ing Self-Perceptions with Others’ Perceptions 124 Compar ing Self-Perceptions to Recorded Behaviors 126 360-Degr ee Feedback 127 R eflective Exercise 1 28 7 Directive Control Behaviors 130 Characteristics of Teachers Best Matched with Directive Control Behaviors 131 Dir ective Control Sequence of Behaviors 132 A Hist ory of Overreliance on Control 136 Issues in Dir ective Control 136 When t o Use Directive Control Behaviors 137 Mo ving from Directive Control Toward Directive Informational Behaviors 138 R eflective Exercise 1 39 8 Directive Informational Behaviors 140 Characteristics of Teachers Best Matched with Directive Informational Behaviors 141 Directive Informational Sequence of Behaviors 142 Compar ing Directive Control and Directive Informational Statements 145 Issues in t he Directive Informational Approach 147 When t o Use Directive Informational Behaviors 147 Mo ving from Directive Informational Toward Collaborative Behaviors 148 R eflective Exercise 1 49 xii Contents 9 Collaborative Behaviors 150 Characteristics of Teachers Best Matched with Collaborative Behaviors 151 Col laborative Sequence of Behaviors 152 Issues in Col laborative Supervision 156 When t o Use Collaborative Behaviors 157 Mo ving from Collaborative Toward Nondirective Behaviors 158 R eflective Exercise 1 59 10 Nondirective Behaviors 160 Characteristics of Teachers Best Matched with Nondirective Behaviors 161 Nond irective Sequence of Behaviors 162 Init iating Nondirective Supervision 166 Nond irective, Not Laissez-Faire, Supervision 167 Issues wit h Nondirective Supervision 168 When t o Use Nondirective Behaviors 169 R eflective Exercise 1 71 11 Developmental Supervision 172 Phase 1: Choosing the Best Approach 1 73 Phase 2: Applying the Chosen Approach 1 75 Phase 3: Fostering Teacher Development 1 76 Not Algorithms, but Guideposts for Decisions 1 77 Case Studies in Developmental Supervision 1 78 Reflective Exercise 1 88 p a r t four Technical Skills 191 12 Observing Skills 193 Quantitative Observations 196 Contents xiii Qualitative Observations 203 Tailored Observation Systems 208 Schoolwide Classr oom Observation 21 0 Review of Types and Purposes of Observation 214 T rends and Cautions Regarding Observation 215 R eflective Exercise 21 9 13 Assessing and Planning Skills 220 Personal Improvement 221 Instr uctional Improvement Within the Organization 228 W ays of Assessing Need 229 Analyzing Organizational Needs 234 Planning 238 Reflective Exercise 247 14 Implementation and Evaluation Skills 248 Stages of Implementation 249 F actors that Affect Implementation 251 Implementat ion at the Individual Level 253 Ev aluation of Instructional Improvement Efforts 255 T wo Types of Program Evaluation: Formative and Summative 257 Pr ogram Evaluation and Teacher Empowerment 263 R eflective Exercise 264 p a r t five Technical Tasks of Supervision 265 15 Direct Assistance to Teachers 267 Clinical Supervision 268 The Relat ionship of Clinical Supervision with Other Processes 273 xiv Contents Peer Coaching 27 4 Mentoring 278 Using Direct Assistance to Improve Classroom Culture 282 R eflective Exercise 283 16 Evaluation of Teaching 284 The New Wave of Evaluation Systems: From the Frying Pan to the Fire? 286 Summat ive and Formative Evaluation 288 Sugg estions for Summative Evaluation 293 Sugg estions for Formative Evaluation 295 Be yond Evaluation of Individual Teaching 300 R eflective Exercise 30 1 17 Group Development 302 Stages of Group Development 303 Char acteristics of Effective Groups 306 Gr oup Member Roles 307 Applying Dev elopmental Supervision to Groups 314 Resolving Confl ict 316 Pr eparing for Group Meetings 320 R eflective Exercise 324 18 Professional Development 325 Characteristics of Successful Professional Development Programs 327 Int egrating Schoolwide, Group, and Individual Professional Development 328 Al ternative Professional Development Formats 329 Stag es of Professional Development 331 Ev aluating Professional Development 332 T eachers as Objects or Agents in Professional Development 333 R eflective Exercise 337 Contents xv 19 Curriculum Development 338 Legislated Learning 340 Cur riculum Development as a Vehicle for Enhancing Collective Thinking About Instruction 342 The Curriculum and Cultural Diversity 357 Cur riculum Mapping—and Remapping 359 Dev eloping Curriculum Units: Understanding by Design 363 R eflective Exercise 366 20 Action Research: The School as the Center of Inquiry 367 How Is Action Research Conducted? 370 Char acteristics of Successful Action Research 37 4 Expanding Boundaries: Alternative Approaches to Action Research 375 Shar ed Governance for Action Research 379 Sugg estions for Assisting Action Research 384 R eflective Exercise 385 p a r t six Cultural Tasks of Supervision 387 21 Facilitating Change 389 Chaos Theory 392 Postmodern Theory 395 Education Change Theory 398 Making Connect ions 407 Changing t he Conditions of Teaching 407 R eflective Exercise 41 0 xvi Contents 22 Addressing Diversity 411 Achievement Gaps Among Economic, Racial, and Ethnic Groups 412 Gender Equity 428 Equity f or Sexual and Gender Minorities 430 Equity f or Students with Disabilities 433 Ov erarching Patterns 437 Connect ing the Technical Tasks of Supervision to Cultural Responsiveness 437 R eflective Exercise 438 23 Building Community 439 Democratic Community 442 Mor al Community* 444 Pr ofessional Learning Community 449 Community of Inquiry 451 Eng agement with the Larger Community 452 Fiv e Attributes, One Community 455 Conclusion 456 Reflective Exercise 458 Appendix A: Educat ional Philosophy Q Sort* 459 Append ix B: Review of Int erpersonal Behavior in the Four Supervisory Approaches 465 References 467 Name Index 497 Subject Index 502 1 Introduction p a r t 1 This page intentionally left blank 3 c h a p t e r 1 Learning Outcomes for This Chapter After reading this chapter, you should be able to: 1. Compare congenial, conventional, and collegial schools. 2. List the five purposes of teacher leadership. 3. Explain the moral purpose of supervision. Questions to Reflect On as You Read This Chapter 1. The authors describe three very different schools in this chapter: Finnie T yler High School, Germando Elementary, and Progress Middle School. Have you taught in or observed schools with instructional environments similar to any of these schools? If so, what were the effects of the school’s environment on teachers? On students? 2. What surprises you about the authors’ concept of instructional supervision? Do you agree with the authors’ ideas about what instructional supervision should be? 3. Can teachers carry out instructional supervision as the authors define it? Should teachers carry out what the authors call instructional supervision? 4. Have you served in any of the instructional leadership activities listed in T able 1. 1? Which activities do you believe would be the best new activities to initiate in a school you work at or are familiar with? 5. In this first chapter the authors provide a chart (see Figure 1. 1) that demonstrates the scope and or - ganization of the entire book. What topics on the chart are you especially interested in reading and discussing? SuperVision for Successful Schools