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Culturally Responsive Instructional Supervision by Dwayne Ray Cormier,Ian M. Mette,Yanira Oliveras Pdf
"This practical book is for instructional leaders who want to embrace their role as equity leaders and actively work to dismantle harmful educational practices. It shows how to establish diverse and representative supervision teams that provide formative feedback to support teachers on their journey toward becoming culturally responsive practitioners"--
Supervision: New Perspectives for Theory and Practice co-edited by two prominent scholars in the field (Jeffrey Glanz and Sally Zepeda),draws attention to supervision as a function that is often misunderstood, under-appreciated, and frequently controversial. Much has changed in the last two decades in the education world. These changes have inevitably influenced the theory and practice of supervision. This text includes some of the top scholars in the field in the USA to offer their insights to important topics and issues in supervision. To strike a balance, the editors also included award-winning practitioners who share their insights about supervision. We hope that this volume raises awareness to several critical issues that affect teachers, administrators, and policy makers. With the range of topics associated with supervision, we believe that the authors offer an informed and lively discussion of supervision in the present and future contexts of schools. Through our efforts, we believe that the multiple contexts in which supervision unfolds are examined alongside trends including high-stakes testing, the uses of data, the work superintendents do to supervise principals, and the type of supervision that builds a just and caring school culture that is culturally relevant and respectful for teachers and leaders.
Making a Difference by Ian M. Mette,Dwayne Ray Cormier,Yanira Oliveras Pdf
In a contemporary sense, the United States education system has become a cultural and political battleground. The US has witnessed a surge in racially motivated violence, restrictions on women's reproductive rights, and xenophobic policies. The most alarming development is the institutionalization of white supremacist ideologies that suppress the teaching of accurate histories of our racially stratified society. The US continues to grapple with social domination based on various sociocultural identities such as race, ethnicity, gender, class, sexual orientation, identity, ability, and other lived experiences. This book aims to equip educators with a framework for providing instructional leadership that ensures culturally responsive instruction. Changing what is taught, how it is taught, and who it is intended for is one of the most effective ways of contributing to a more progressive, equitable, and inclusive society. This requires instructional leaders to become equity leaders who mitigate harmful educational practices from prepackaged curricula and teacher evaluation systems. Through an intentionally diverse team of educators, schools can observe, measure, and support teachers to become culturally responsive instructors through formative feedback structures. It is through the practice of culturally responsive instructional supervision that schools can transform from systems of oppression into systems of opportunity.
Culturally Responsive Teaching and Supervision by C. A. Bowers,David J. Flinders Pdf
The authors argue that an industrial model of teaching is outdated in a culture that is now realizing fundamental changes in the areas of inquiry, the natural sciences and social dynamics. Conditions in the society in which a person lives help to shape how that person uses language, interacts socially and perceives the world and other people. Teachers and teachers' supervisors must be aware that it is not necessarily what information they present, but how they present it that determines whether their audience internalizes it.
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Fostering the Emotional Well-Being of Our Youth by Philip J. Lazarus,Shannon Suldo,Beth Doll Pdf
"Fostering the Emotional Well-Being of our Youth: A School- Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction the editors respond to the question: Are our students all right? Then, each of the text's 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include: conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students' mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family-school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students' positive emotions, character and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services"--
The Basic Guide to Supervision and Instructional Leadership by Carl Glickman,Stephen Gordon,Jovita Ross-Gordon Pdf
This brief version of Glickman, Gordon, and Ross-Gordon's SuperVision and Instructional Leadership: A Developmental Approach continues to break new ground by exploring, challenging, and reshaping the field of educational administration. A valuable resource for both aspiring and practicing school leaders, this book is a necessity for any school leader's library. While retaining an emphasis on collegiality, school culture, teachers as adult learners, developmental supervision, reflective inquiry, and democratic schools, this third edition continues to be a trend-setter by placing instructional leadership and school improvement within a community and societal context and presenting three new chapters on the cultural tasks of supervision. New features of the book include: * An updated discussion of adult learning and implications for instructional supervision (Chapter 4) * Role Play chapter feature that provides structured scenarios that allow for the practice of the four interpersonal approaches of developmental supervision: directive control, directive informational, collaborative, and nondirective (Chapters 8, 9, 10 and 11) * New Chapter, Facilitating Change, describes and evaluates theories of educational change, change at the individual level, the changing conditions of teaching, norms of continuous school improvement, and other concepts associated with successful school change (Chapter 20) * New Chapter, Addressing Diversity, examines economic, racial, and ethnic achievement gaps and the "cultural clashes" largely responsible for those gaps (Chapter 21) * Discussions of the characteristics of culturally responsive schools and teachers as well as strategies for promoting and encouraging the development of culturally responsive schools and teachers (Chapter 21) * New Chapter, Building Community, presents the concepts of the democratic community, moral community, and Professional Learning Community (Chapter 22) * Strategies and suggestions for engaging the school with the larger community it serves (Chapter 22)
Culturally Responsive School Leadership by Muhammad Khalifa Pdf
Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.
SuperVision and Instructional Leadership by Carl D. Glickman,Stephen P. Gordon,Jovita M. Ross-Gordon Pdf
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.
Supervision and Instructional Leadership with MyEdLeadershipLab with Pearson EText Package by Carl D. Glickman,Stephen P. Gordon,Jovita M. Ross-Gordon Pdf
ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code. Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. -- This leading text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. The Ninth Edition maintains its comprehensive approach to supervision and instructional leadership and presents new and engaging material throughout. Chapters on knowledge, interpersonal skills, technical skills, technical tasks, and cultural tasks for successful supervision and instructional leadership are included, and the authors emphasize the importance of collegiality, understanding adult learning and development, reflective inquiry, democracy, addressing diversity, the change process, and community building. This is a resource that students purchase, use in class, and reference throughout their careers as educational leaders. MyEdLeadershipLab MyEdLeadershipLab with Video-Enhanced Pearson eText. * Included in this package is access to MyEdLeadershipLab with the new Video-Enhanced eText for SuperVision and Instructional Leadership, exclusively from Pearson. MyEdLeadershipLab delivers customizable content and highly personalized study paths, responsive learning tools, and real-time evaluation and diagnostics to help prepare students for the classroom. MyEdLeadershipLab provides instructors and students access to the video-enhanced Pearson eText, which includes: Full-color online chapters with dynamic videos that show what course concepts look like in real classrooms, model good teaching practice, and expand upon chapter concepts. Over 51 video links, chosen by our authors and other subject-matter experts, are embedded right in context of the content you are reading. Instant online access from your computer or download the Pearson eText App to read on or offline on your iPad and Android tablets.** Other features such as note taking and sharing, highlighting, search and more.
Awakening to Educational Supervision by Steve Haberlin Pdf
This book introduces mindfulness as an approach for enhancing the supervision of teachers and teacher candidates. Drawing on empirical research and the welcoming of mindfulness in public school classrooms, the author makes the case for embracing mindfulness methods as a way to become more conscious of supervisory practices and “less reactive” and to enhance regularly enacted tasks, such as classroom observations, conference, and foster relationships and developing collegiality. In contrast to traditional models of supervision, the author reframes supervision as a present moment experience in which unlimited possibilities exist. Awakening to Educational Supervision: A Mindfulness-Based Approach to Coaching and Supporting Teachers provides specific techniques and exercises, such as mindfulness breathing and meditation, mindful walking, mindful note-taking, and deep listening, that can be embedded in supervision routines and practices. Additional notions furthering the mindful supervision approach are also addressed, including the role of intuition, mindfulness in relation to ethical and moral action within supervision, and mindfulness as a way to further building community among school stakeholders.
Reimagining Instructional Supervision by Francis M. Duffy Pdf
The history of instructional supervision has been relatively constant. From the days when the first colonists arrived and established schools for their children until today instructional supervision has consistently focused on the critical examination of a teacher’s classroom behavior with the assumption that supervising individual teachers could significantly improve teaching and learning throughout a school system. That assumption has proven to be flawed. The author believes that the focus of instructional supervision needs to shift off of individual teachers to focus on transforming the organization design and functioning of entire school systems. Instead of observing teachers working in their classrooms a re-imagined instructional supervision process would focus on transforming three sets of key system variables: Transform the system’s environmental relationships, transform the system’s core and support work processes, and transform the system’s internal social infrastructure. Supervising Knowledge Work describes the salient features of a re-imagined supervision process called Knowledge Work Supervision that is designed to transform entire school systems.
