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Type of bind: Paperback
Dewey Decimal Number: 371.102
EAN num: 9780871205964
ISBN number: 0871205963
Label: Association for Supervision & Curriculum Deve
Manufacturer: Association for Supervision & Curriculum Deve
Quantity: 1
Page Count: 141
Printing Date: January 17, 2002
Publishing house: Association for Supervision & Curriculum Deve
Sale Popularity Level: 318824
Studio: Association for Supervision & Curriculum Deve
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In a follow-up to his earlier book, Developmental Supervision, distinguished educator and author Carl D. Glickman provides instructional leaders-supervisors, principals, and teachers-with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses
Structures of classroom assistance--clinical supervision, peer coaching, critical friends, and action research groups;
Formats for observations--frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and
Approaches to working directly with teachers--directive, collaborative, and nondirective.
Scenarios that describe interactions with teachers of diverse backgrounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachers. In addition to forms and examples that readers can duplicate or adapt to their own situation, the book includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity.
Leadership for Learning goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. Drawing on his years of experience in working with schools in varied settings, Glickman offers both advice and inspiration to instructional leaders who strive toward the ultimate goal of providing the best possible classroom experience for every student.
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Rated by buyers 
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The follow-up book to Developmental Supervision, Carl Glickman's Leadership For Learning: How To Help Teachers Succeed is an excellent and accessible guide packed with practical advice and fascinating insights for educators at all levels, preschool through university. Chapters address such issues as criteria for objectively assessing teacher competence, and methodologies for working closely with teachers. One of the helpful appendix is filled with useful peer coaching forms. With its coverage of structures for classroom assistance, formats for teacher and classroom observation, and approaches to directive, collaborative, and nondirective work with teachers, Leadership For Learning is a first-rate book for educational leadership, supervisors, policy implementers, and school board members.
Rated by buyers -
The ASCD's January 2002 Members' Book is a valuable contribution to the school leadership and management literature.
The author, Carl Glickman, has an international following because of his work on school renewal and this text gives readers the tools for bringing about renewal through instructional leadership.
In "Leadership for learning," Carl Glickman has reworked the clinical supervision material that is so useful to school leaders, particularly in the United States, who are directly responsible for the formal supervision of classroom teachers' standards. This text will be particularly useful to beginning principals (hence the 5 star rating) but there is still a lot in the book for experienced principals too.
I though that four approaches developed by Glickman were useful and table 4.2 ("Interpersonal approaches, outcomes, and levels of choice," p.44) was an excellent overview of the parameters of the four approaches. The developmental nature of the four approaches can be seen in Figure 6.1:
Directive control- Emergency, infrequent cases
Directive-informational- Beginning of greater teacher choice
Collaborative- Collegial reflection
Non-directive- Masterful teacher, infrequent cases.
Figure 6.1 Moving towards teacher control on on the leader behavior continuum.
From my own experience, I don't think that the number of masterful teachers is infrequent. And, teachers needing directive control don't stay in this category for long because parent complaints and principal supervision will move them on or move them out. However, it is our job to see that masterful teachers are helped in continuing to do a great job for the kids. The four types of supervisory approaches do not represent a normal distribution but a distribution that is skewed to the right. That is, the majority of teachers across states will fit into the collabrative and non-directive categories.
The book is a timely reminder about the importance of driving school change from the teacher-student interface. It is a valuable addition to all school leaders' professional libraries.
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