Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: • Any public performance or display, including transmission of any image over a network; • Preparation of any derivative work, including the extraction, in whole or in part, of any images; • Any rental, lease, or lending of the program.

Chapter 6 Supervisory Behavior Continuum This multimedia product and its contents are protected under copyright law. The following are prohibited by law: • Any public performance or display, including transmission of any image over a network; • Preparation of any derivative work, including the extraction, in whole or in part, of any images; • Any rental, lease, or lending of the program.

Categories of Supervisory Behaviors Listening Clarifying Encouraging Reflecting Presenting Problem Solving Negotiating Directing Standardizing Reinforcing

The Supervisory Behavior Continuum Nondirective Collaborative Directive Directive Informational Control

Outcomes of Conference Teacher self-plan Mutual plan Supervisor-suggested plan Supervisor-assigned plan Approach Nondirective Collaborative Directive informational Directive control

Johari Window Known to Supervisor Not Known to Supervisor 1. Public Self 2. Blind Self 3. Private Self 4. Unknown Self Known to Teachers Not Known to Teachers Adapted from Joseph Luft, Group Processes: An Introduction to Group Dynamics (New York: National Press Books, 1970)

Cognitive Dissonance The concept of cognitive dissonance is based on the premise that contradictory psychological evidence causes mental turmoil, and that efforts to resolve the mental turmoil can lead to perceptual and/or behavioral change.

Supervisor’s Self-Assessment Possible Results: Supervisor and teacher satisfaction with supervisor performance. Supervisor satisfaction and teacher dissatisfaction with supervisor performance. Supervisor dissatisfaction and teacher satisfaction with supervisor performance. Supervisor and teacher dissatisfaction with supervisor performance.

Practitioner Reflection: Re-Booting How does the author deal with the cognitive dissonance she is facing? How have you dealt with cognitive dissonance that you have experienced?

Applying Moral Principles to a Moral Dilemma: No Child Left Behind (cont.) What can I do in the short term, either by myself or in collaboration with others, to protect students from external factors that are interfering with student learning? What can I do in the long term, either by myself or in collaboration with others, to change external factors that are interfering with student learning?

Practitioner Reflection: Democracy at Its Best What is your experience utilizing democracy in your school district?