Ken Henson has written this book with a different viewpoint than most other supervision texts. He espouses two key elements: collaboration and constructivism. Effective supervisors should promote collaboration to assist teachers in complying with the national mandate to develop learning communities and encouraging the practice of action research. Constructivism is the other key that supervisors should foster in teachers, because it enables both students and teachers to create their own learning. Recognizing the need of schools to align their practices with standards, throughout the book the author cites the Educational Leadership Constituents Council (ELCC) standards, the Interstate School Leaders Licensure Consortium (ISLLC) standards, and the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, applying them to specific supervision situations. Each chapter includes valuable tips and real-life case studies written by practicing supervisors, administrators, and teachers representing all geographic sections of the country, urban and rural schools, large and small schools, and various disciplines and grade levels. The practical, jargon-free writing style of this unique and focused volume will provide inspiration for both prospective and practicing supervisors and administrators. Table of Contents 1. Developing a Learning Community
Introduction / Defining Community / Creating a Learning Community / A Collaborative Process / Building a Learning Community Model / Generalizations for Developing a Learning Community / Conclusion 2. The History of and Need for Supervision
Introduction / The History of Supervision / The Need for Supervision in Today's Schools / Reasons for Optimism / Conclusion 3. The Supervisor's Role
Introduction / Supervision: 14 Issues Involving Definitions, Roles, and Responsibilities / Conclusion 4. Staff Development
Introduction / Staff Development and School Culture / A Need to Restructure / Reflective Transformation: A Case for Collaboration / Internship Programs / Professional Development Schools / Conclusion 5. Helping Teachers, Administrators, and Schools Change
Introduction / Reactive and Proactive Change / Promising Trends in Education Reform / Innovation and Change / Change Theory / Change through Technology / Conclusion 6. Helping Teachers Plan the Curriculum
Introduction / Defining Curriculum / Curriculum Foundations / Using Technology to Motivate / Constructivism in the Curriculum / Selecting Curriculum Content and Activities / Collaborative Planning through Lesson Study / Curriculum Components / Developing a New Type of Curriculum / Conclusion 7. Evaluating the Curriculum
Introduction / Curriculum Alignment / A History of Curriculum Evaluation / Building a Common Vision and Mission / Goal Setting and Collaborative Faculty Development / Conclusion 8. Helping Teachers Plan Instruction
Introduction / Educational Aims / Educational Goals / Performance Objectives / Performance Objectives in Three Domains / Planning to Use Teaching Strategies / Conclusion 9. Helping Teachers Execute Lessons
Introduction / Connecting Major Concepts / Constructivism and Integrated Themes / Helping Teachers Execute Direct Instruction / Helping Teachers Execute the Case-Study Method / Helping Teachers Execute Inquiry Learning / Helping Teachers Execute Mastery Learning / Helping Teachers Individualize Instruction / Assigning Homework / Helping Teachers Improve Communication / Conclusion 10. Helping Teachers Test and Evaluate Lessons
Introduction / Evaluation and Grading / Effects of Education Reform on Assessment / Helping Teachers Administer Classroom Tests / Testing in the Affective Domain / Conclusion 11. Helping Teachers Manage Their Classrooms
Introduction / Using Concept Maps to Introduce Behavioral Expectations / The Teacher's Philosophy: A Basis for Discipline / Changing Views of Discipline / Recognizing Appropriate Behavior / New Perspectives / Involving Parents / Classroom Management Models / Classroom Management Issues / Negotiation / Conflict Resolution / Conclusion 12. Conducting Observations
Introduction / The Reflective Practitioner / Quantitative Observation Instruments / Qualitative Observation Instruments / Conclusion 13. Helping Teachers Use Research
Introduction / Defining Action Research / Involving Teachers in Research / Benefits of Teacher Involvement in Research / Supporting Teacher Involvement in Research / Helping Teachers Find Time for Research / Using Qualitative Research / Establishing a Research Culture / A Collaborative Model for Involving Teachers with Action Research / Conclusion 14. Helping Teachers Use Theories and Models
Introduction / The Role of Theory in Creating Knowledge / The Status of Theory and Research in Schools / Early and Contemporary Learning Theories / Constructivism / Brain Research Findings and Implications / Conclusion 15. Helping Teachers Acquire Resources
Introduction / Gaining Control of the Grant-Writing Process / Getting Started / A Seven-Step Approach to Grant Writing / Developing an Appropriate Writing Style / A Grant Proposal Writing Kit / Keeping Your Grants / Conclusion --- from the publisher | 
