ERIC Number: ED590216
Record Type: Non-Journal
Publication Date: 2018-Nov
The Wiley Handbook of Educational Supervision. Wiley Handbooks in Education
Zepeda, Sally J., Ed.; Ponticell, Judith A., Ed.
John Wiley & Sons, Inc
"The Wiley Handbook of Educational Supervision" offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today's schools. This important resource: (1) Describes supervision in a historical context; (2) Includes a review of adult learning and professional community; (3) Reviews new teacher preparation and comprehensive induction systems; (4) Contains perspectives on administrative feedback, peer coaching, and collaboration; (5) Presents information on professional development and job-embedding learning; and (6) Examines policy and implementation challenges in teacher evaluation. Written for researchers, policy analysts, school administrators and supervisors, "The Wiley Handbook of Educational Supervision" draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision. This book contains the following chapters: (1) Introduction (Sally J. Zepeda and Judith A. Ponticell); (2) A Policy and Political History of Educational Supervision (W. Kyle Ingle and Jane Clark Lindle); (3) Foundations of Adult Development and Learning: Implications for Educational Supervision (Stephen P. Gordon and Jovita M. Ross-Gordon); (4) Theories of Professions and the Status of Teaching (Pamela Martin Fry); (5) Job-embedded Learning: How School Leaders Can Use Job-embedded Learning as a Mechanism for School Improvement (Kirsten Lee Hill and Laura M. Desimone); (6) Instructional Supervision in an Era of High-Stakes Accountability (Lance D. Fusarelli and Bonnie C. Fusarelli); (7) Accountability, Control, and Teachers' Work in American Schools (Richard M. Ingersoll and Gregory J. Collins); (8) Coming to Understand the Wicked Problem of Teacher Evaluation (Helen M. Hazi); (9) Discretion and Trust in Professional Supervisory Practices (Megan Tschannen-Moran and Christopher R. Gareis); (10) Managing Collaborative Inquiry for Continuously Better Practice: A Cross-industry Perspective (Jane G. Coggshall, Catherine Jacques, and Judith Ennis); (11) Observation, Feedback, and Reflection (Judith A. Ponticell, Sally J. Zepeda, Philip D. Lanoue, Joyce G. Haines, Albert M. Jimenez, and Atakan Ata); (12) Teacher Mentoring in Service of Beginning Teachers' Learning to Teach: Critical Review of Conceptual and Empirical Literature (Jian Wang); (13) Peer Coaching in Education: From Partners to Faculties and Districts (Bruce Joyce and Emily F. Calhoun); (14) From Supervision to "Super Vision": A Developmental Approach to Collaboration and Capacity Building (Eleanor Drago-Severson and Jessica Blum-DeStefano); (15) Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry (Jeffrey Glanz and Revital Heimann); (16) National Policy/Standards: Changes in Instructional Supervision Since the Implementation of Recent Federal Legislation (Fred C. Lunenburg); (17) Teacher Performance Assessments Mandated During the Duncan Era (Caitlin McMunn Dooley, Stephen J. Owens, and Mark Conley); (18) Principal Supervisors and the Challenge of Principal Support and Development (Laura K. Rogers, Ellen Goldring, Mollie Rubin, and Jason A. Grissom); (19) The Principal: Building the Future Based on the Past (Mary Lynne Derrington); (20) Necessity Is the Mother of Re-invention: Making Teaching Excellence the Norm through Policy and Established Clinical Practice (Nancy L. Zimpher and Jessica Fisher Neidl); (21) Improving Teacher Practice-based Knowledge: What Teachers Need to Know and How They Come to Know It (Diane Yendol-Hoppey, Jennifer Jacobs, and Rebecca West Burns); (22) Shaping the School-wide Learning Environment Through Supervisory Leadership (Erin Anderson and Diana G. Pounder); (23) High-performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision (Kendall Deas); (24) Supervisory Identity: Cultural Shift, Critical Pedagogy, and the Crisis of Supervision (Noelle Arnold); and (25) Conflicts, Convergence, and Wicked Problems: The Evolution of Educational Supervision (Judith A. Ponticell and Sally J. Zepeda).
Descriptors: Supervision, Educational History, Adult Learning, Beginning Teacher Induction, Feedback (Response), Administrator Role, Coaching (Performance), Peer Teaching, Faculty Development, Teacher Collaboration, Workplace Learning, Educational Policy, Teacher Evaluation, Educational Improvement, Accountability, Inquiry, Reflection, Observation, Mentors, Capacity Building, Federal Legislation, Performance Based Assessment, Principals, Educational Quality, Knowledge Base for Teaching, Educational Environment, Academic Achievement, Equal Education, Professional Identity
John Wiley & Sons, Inc. 10475 Crosspoint Boulevard, Indianapolis, IN 46256. Tel: 800-956-7739; Fax: 800-605-2665; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com
Publication Type: Books; Collected Works - General; Guides - Non-Classroom
Education Level: Adult Education
Audience: Administrators; Researchers
Authoring Institution: N/A