0. 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.

1. 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.

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

3. The Supervisory Behavior Continuum
Nondirective Collaborative Directive Directive
Informational Control

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

5. 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)

6. 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.

7. 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.

8. 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?

9. 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?

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