A New Paradigm

 What Do These Case Studies Teach us About Effective Schools?

 Team 1: Chapter 1:  Case Studies: Finnie Tyler High School, Germando Elementary  Team 2: Chapter 1: SuperVision (pp )  Team 3: Chapter 2: School Culture: (pp ), Blaming Victim, Larger Context, (pp. 26, 27).

 Team 5: Chapter 3: Effective Schools Research (pp (top)  Team 6: Chapter 3: School Improvement, etc. (pp )

 1. Collegial rather than hierarchical relationship between teachers and formally designated supervisors.  2. Supervision as the province of teachers as well as formally designated supervisors.  3. A focus on teacher growth  rather than teacher compliance.

 4) Facilitation of teachers collaborating with each other in instructional improvement efforts.  5) Teacher-involvement in ongoing reflective inquiry (Gordon, 1997, p. 16)

 Supervision: "to watch over", "to direct", "oversee."  Historic view of supervision: an instrument for controlling teachers.  Ingersoll (2003):  The flight from  education of both  new and experienced  educators is due to  the external control  of teachers' work lives.

 SuperVision: term for describing the collegial model of instructional leadership. Deonotes a dommon vision of what teaching and learning can and should be.  Developed collaboratively by  formally designated supervisors,  teachers, and other members of  the school community.  Work together to make their  vision a reality.

 A democratic community of learning based on moral principles calling for all students to be educated in a manner that will help them lead fulfilling lives and be contributing members of a democratic society.  Based on moral principles.  Collegial learning communities.

 Supervision is the 'glue' of a successful school.  Instructional effectiveness + whole school action.  Instruction + Classroom Management + Professional Development + Action Research under a common purpose to reach group objectives (Bernauer, 2002; Calhoun, 2002: MacKenzie, 1983).

 Requires knowledge, interpersonal skills and technical skills.  Applied through the supervisory tasks of: direct assistance to teachers, curriculum development, professional development, group development and action research.  Organizational goals + teacher needs = improved learning.

 1) Knowledge Base for School Leaders: a) What teachers and schools can be. b) Adult and teacher development. c) Research-based supervisory practices.  2) Interpersonal Skills for School Leaders: a) Understand own behaviors. b) Facilitation, coaching, collaboration

 3) Technical Skills: a) Observing, planning assessing. b) Evaluating instructional improvement Model for SuperVision: p. 10

Supervision Direct Assistance Group Development Professional Development Curriculum Development Action Research

 Supervision is based on moral purpose and begins with the school community asking: 1) What type of society do we desire? 2) What type of educational environment should supervision promote in order to move toward the society we desire?

 Educators: the primary stewards of the democratic spirit.