This groundbreaking text in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision. The text's emphases on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped redefine the meaning of supervision and instructional leadership. The Eighth Edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter, “Supervision for What? Democracy and the Good School.”
Building on the success of previous editions, the Eighth Edition addresses hot issues such as school improvement, constructivist teaching, professional development, Chaos Theory, and state-mandated standards. This is a resource that students purchase, use in class, and reference throughout their careers as education leaders.
The leading text in its field, SuperVision and Instructional Leadership continues to break new ground in its eighth edition by exploring, challenging, and reshaping the conventions of supervision. This is a critical resource that serves as a textbook for students and as a lifelong reference book for educational leaders.
While retaining an emphasis on school culture, teachers as adult learners, developmental leadership, and democratic education, the new revised edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context and presenting three new chapters that reflect the most current trends in the field. Building on the fundamentals of previous editions based in collaboration, growth, and reflective inquiry, the eighth edition also addresses the most contemporary issues affecting educational leaders such as school improvement, constructivist teaching, professional development, chaos theory, and state-mandated standards.
The eighth edition presents three new chapters on the Cultural Tasks of Supervision:
The chapter Facilitating Change combines change theory from outside education with the latest change theory and research from within the field. Eight concepts associated with successful school change and twelve norms of continuous improvement are examined.
The chapter Addressing Diversity describes achievement gaps among diverse student groups and the cultural clashes that are largely responsible for those gaps, while discussing characteristics of culturally responsive teaching and culturally responsive schools.
The chapter Building Community compares the school as an organization to the school as a community, and explores the five attributes of a fully functioning community: democracy, moral principles, professional learning, inquiry, and engagement with the wider community.
