1. SuperVision for Successful Schools
R. Martin Reardon’s summary of Chapter 1
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 3-12

2. Three schools… Finnie Tyler High School How common is this scenario?
1200 students; low/middle class; urban
Students seem happy & uninhibited
Teachers joke with students; easy social environment in faculty lounge
Friday afternoon “Pizza Council”
Most teaching lecture-style; some variation
Same textbooks for subject; freedom to choose teaching style
Classes seldom start on time; students achievement not up to potential
“We have ideal situation. I wouldn’t want to teach anyplace else.”
How common is this scenario?
Session 2: 7 slides

3. Second of three schools
Germando Elementary
600 students; wealthy; suburban
Students quiet but restless; desks all in rows
Teachers don’t use faculty lounge
Teaching all “from the front”
Not only same textbooks; everyone teaching from same page
Principal hands down entire curriculum; requires weekly lesson plans; frequent classroom visits (every 2 weeks)
“Teaching is a job.” “Principal’s rules are to be followed.”
Resistance is futile—forced resignation of dissenter
How common is this scenario?
To what extent are the differences between Finnie Tyler & Germando a product of the different levels (high v elementary), and the context (middle v upper)?
Session 2: 7 slides

4. Effective Instructional Supervision?
Progress Middle School
Classsroom environments work oriented; warm; supportive
Teachers in lounge involved in discussion of interdisciplinary teaching unit; brainstorming alternative teaching & assessment strategies, and how these relate to unit theme
Quite a range of teaching styles; students engaged in active learning
School Leadership Council (teachers) considering action research proposals from faculty liaison groups: to improve teaching & learning
Germando: Conventional
Finnie Tyler: Congenial
Progress: Collegial
Driven by covenant of learning—mission, vision, goals
Charter for schoolwide democratic decision-making
Critical study process for informing decisions
TPS: How would you classify your school?
Session 2: 7 slides

5. A New Paradigm
A shift away from conventional & congenial to collegial supervision
Collegial, not hierarchical
Supervision as the province of teachers & S
Focus on teacher growth, not compliance
Focus on teacher collaboration in instructional improvement
Focus on teacher reflective inquiry
VCU SOE Conceptual Schema
“Teacher as Reflective Practitioner”
Old Paradigm: Control
Ingersoll (2003): the flight from education of both new and experienced educators is due to the external control of teachers’ work lives
Session 2: 7 slides

6. Metaphor for Success
Supervision = Leadership for the improvement of instruction
Session 2: 7 slides

7. Conceptual Schema 13: Assessing & Planning 14: Observing
15: Research & Evaluation
Session 2: 7 slides