Copyright © Allyn & Bacon 2007 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.

Copyright © Allyn & Bacon 2007 Chapter 22 Supervision for What? Democracy and the Good School 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.

Copyright © Allyn & Bacon 2007 All children have the right to experience the joy of learning. We believe it is time for a new commitment to education reform in our country with the goal of giving every child the opportunity to be part of a learning community that engages and inspires them to reach their full potential. (Civil Society Institute, 2003) Civil Society Institute (2003). Draft statement for a national conversation about school reform and public education. Newton Centre, Mass: (draft available at

Copyright © Allyn & Bacon 2007 What should we be doing in our schools, our curriculum, our placement and our scheduling of students, our allocations of resources, and our teaching to give every child his or her inalienable rights to life, liberty, and the pursuit of happiness? What is just, what is fair, what is democratic? As an educator, what is your reaction to the above? Central Question for Educators

Copyright © Allyn & Bacon 2007 Public schools must ensure a democratic threshold of learning experiences that give all students the knowledge, skills, compassion, and understanding to participate in human affairs. It is these requisites for democratic living that we should be returning to in determining decisions about standards, assessments, curriculum, professional development, placement, and grouping of students, as well as the ways that adults themselves function with each other. As an educator, what is your reaction to these statements?

Copyright © Allyn & Bacon 2007 The Good School: Ten Moral Principles Compassion Wholeness Connectedness Inclusion Justice Peace Freedom Trust Empowerment Community

Copyright © Allyn & Bacon 2007 Priorities Educators committed to moral principles believe that if we base school reform on those principles, we will optimize meaningful student learning. They also realize that, in some situations, the most efficient or immediate means of meeting external, simplistic measures of student learning may contradict moral principles. In such situations, they are prepared to choose the long-term good over expedient compliance. As an educator, what is your reaction to the above?

Copyright © Allyn & Bacon 2007 Applying Moral Principles to a Moral Dilemma: No Child Left Behind Issues with NCLB: Severely underfunded Long-term requirements may be impossible for most schools to reach Strategies used to measure student progress are seriously flawed Primary tool for measuring student progress (the high-stakes test) has produced negative effects that have called into question its use as the sole measure of progress

Copyright © Allyn & Bacon 2007 Applying Moral Principles to a Moral Dilemma: No Child Left Behind (cont.) Principle of compassion: Be more concerned about the growth and development of individual teachers and students than the latest test scores Principle of wholeness: Teach the whole student, not just the proficiencies measured by high-stakes tests Principle of connectedness: Connecting content from different subject areas and connecting students to the real world Principle of inclusion: Inconsistent with the pedagogy of poverty that forces low- income minority students to spend the days in repetitive drills on minimal skills

Copyright © Allyn & Bacon 2007 Applying Moral Principles to a Moral Dilemma: No Child Left Behind (cont.) Principle of justice: Cries out against the triage strategy used in which teachers focus intensive efforts on “bubble students” while spending less time and effort on students either likely to pass the test or perceived to have little chance of passing Share your thoughts about the following principles: –Principle of peace –Principle of freedom –Principle of trust –Principle of empowerment –Principle of community

Copyright © Allyn & Bacon 2007 Applying Moral Principles to a Moral Dilemma: No Child Left Behind (cont.) Short-term Strategies Develop curriculum Don’t eliminate non-tested subjects Strive for authentic instruction Make extensive use of formative assessment Differentiate instruction Limit test-taking practice Provide professional development Recruit and retain quality teachers Develop partnerships Focus on analysis and improvement

Copyright © Allyn & Bacon 2007 Applying Moral Principles to a Moral Dilemma: No Child Left Behind (cont.) Long-term Strategies Develop at national and state levels more realistic long-term school improvement goals Shift from reliance on the high-stakes achievement test as the sole measure of school effectiveness to the use of multiple measures Employ higher-level learning as a measure of student progress Measure academic progress of the same group and subgroups over time Separate research-based teaching methods and school improvement strategies from ideological-based methods and strategies

Copyright © Allyn & Bacon 2007 Applying Moral Principles to a Moral Dilemma: No Child Left Behind (cont.) Long-term Strategies Provide adequate resources for smaller school units, smaller classes, and professional development programs to foster high-quality teaching Provide additional resources to low-income schools Provide additional resources, including adequate time, for underachieving schools to gather and analyze data on the causes of underachievement, and to plan and implement long- term school improvement programs focused on specific improvement targets

Copyright © Allyn & Bacon 2007 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?

Copyright © Allyn & Bacon 2007 Practitioner Reflection: Democracy at Its Best What is your experience utilizing democracy in your school district?