Clinical Supervision and Teacher Development, 6th Edition
October 2010, ©2011
Chapter 1 The Nature of Clinical Supervision.
Unit Two: The Uses Of Clinical Supervision.
Chapter 2 Using Clinical Supervision to Promote Teacher Development.
Chapter 3 Using Clinical Supervision to Support Other Methods of Professional Development.
Chapter 4 Using Clinical Supervision to Promote Effective Teaching.
Chapter 5 Using Clinical Supervision in Teacher Evaluation.
Chapter 6 Problems of Practice in Clinical Supervision.
Unit Three: Techniques for the Conferencing Phases of Clinical Supervision.
Chapter 7 Interpersonal Communication in Clinical Supervision.
Chapter 8 The Planning Conference.
Chapter 9 The Feedback Conference.
Unit Four: Classroom Observation Techniques.
Chapter 10 Selective Verbatim Transcription.
Chapter 11 Seating Chart Observation Records.
Chapter 12 Wide-Lens Techniques.
Chapter 13 Checklists, Rating Scales, and Timeline Coding.
Effective Teaching Practices and Methods for Observing Them.
- Chapter 4 is new to this edition. It relates clinical supervision to other methods of professional development: action research, classroom walk-throughs, cognitive coaching, instructional rounds, lesson study, microteaching, peer coaching, peer consultation, and professional learning communities. These methods gradually have come into professional use independently of each other and independently of clinical supervision. The authors analyze similarities and differences between these methods and explain how various techniques of clinical supervision can be incorporated into these methods to strengthen them.
- Chapter 6 is also new to this edition. It examines problems of practice in clinical supervision. The authors wanted to highlight the fact that clinical supervision is generally beneficial, but it can break down or be problematic in certain situations. The authors focus on five problems of practice: teachers who have conflicting priorities; teachers who have difficulty translating insights into action; teachers who avoid contact with their supervisor; incompatibilities between student teachers and cooperating teachers; and experienced teachers who get in a rut.
- Several new observation techniques have been added to Unit Four: NCLB report cards; Surveys of Enacted Curriculum and other methods of determining a teacher’s curriculum alignment; the Patterns of Adaptive Learning Scales to determine students’ cognitive and emotional engagement in classroom activities; and teacher evaluation scales.
- Throughout the text, the authors describe recent research studies whose findings are advancing educators’ understanding of factors that enhance the effectiveness of clinical supervision and classroom instruction.
- Provides school administrators with up-to-date, accessible information on teacher supervision, goal setting, and evaluation.
- Emphasizes improving supervisors' knowledge of effective teaching techniques, so they can help teachers improve classroom performance.
- Practical techniques are integrated throughout the text, including strategies for goal setting, conference planning, classroom observation, and developing effective supervision styles.
- Case studies and examples, integrated throughout the text, illustrate the application of chapter theories.
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