Clinical supervision and teacher development : preservice and inservice applications /
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| Author / Creator: | Acheson, Keith A., 1925- |
|---|---|
| Edition: | 5th ed. |
| Imprint: | New York : Wiley, c2003. |
| Description: | 239 p. ; 23 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/4786800 |
Table of Contents:
- Preface
- Unit 1. Overview
- Overview
- Objectives
- 1.. The Nature of Clinical Supervision
- Author's Note
- Introduction
- The Pitfalls of Teacher Supervision
- Teacher Resistance to Evaluation
- Communication Patterns in Supervision
- Finding Time for Supervision
- A Model of Clinical Supervision
- The Processes of Clinical Supervision
- The Goals of Clinical Supervision
- Other Models of Clinical Supervision
- Other Types of Teacher Supervision
- Counseling
- Curriculum Support
- A Note of Caution
- The Role of Clinical Supervisor
- Research on Clinical Supervision
- Case Study Research on Supervision
- Teacher Attitudes toward Supervision
- A Theoretical Basis for Clinical Supervision
- The Theory of Reflective Practice
- Notes
- Unit 2. The Contexts and Uses of Clinical Supervision
- Overview
- Objectives
- 2.. Using Clinical Supervision to Promote Teacher Development
- Author's Note
- Introduction
- Helping Teachers Develop as Professionals
- Models of Teacher Development
- Leithwood's Multidimensional Model
- Berliner's Model of Instructional Expertise
- Fuller's Model of Teacher Concerns
- Types of Teacher Development Programs
- Standards-Based Teacher Development
- Philosophy of the National Board for Professional Teaching Standards
- National Board Certificates and Assessments
- Benefits of National Board Certification
- Sharing Responsibility for Teacher Development
- School Principals
- Other Administrators
- Teachers
- Department Heads
- Training for New Roles
- Students
- Self-analysis
- Organizational Structures and Teacher Development
- Some Examples of Organizational Forms
- Effect of Organizational Structure on the Role of Supervisor
- Professional Development Schools
- Notes
- 3.. Using Clinical Supervision to Promote Effective Teaching
- Author's Note
- Introduction
- Effective Teaching of Academic Knowledge and Skills
- Nine Teacher Characteristics Associated with Gains in Student Academic Achievement
- Direct and Indirect Teaching
- The Explicit Teaching Model
- Effective Teaching of Thinking Skills
- Effective Use of Time in Teaching
- Generic Guidelines for Good Teaching
- Effective Development of Student Attitudes and Motivation to Learn
- Teacher Effectiveness in Responding to Student Diversity
- Effective Teaching of Students Who Differ in Achievement Level
- Effective Teaching of Ethnically and Racially Different Students
- Effective Teaching of Male and Female Students
- Effective Teaching in Response to Individual Students' Interests and Needs
- Effective Classroom Management
- Effective Planning and Decision Making
- Effective Implementation of Curriculum Change
- A Definition of Effective Teaching
- Notes
- 4.. Using Clinical Supervision in Teacher Evaluation
- Author's Note
- Introduction
- The Tension between Accountability and Professional Growth
- The Threat of Evaluation
- Consistency of Evaluation with Components of Clinical Supervision
- Clinical Supervision and Teacher Evaluation
- District Standards
- Job Descriptions
- Performance Goals
- Formal Evaluations
- Plans of Assistance
- Postevaluation Conferences
- Postdismissal Activities
- Conclusion
- Notes
- 5.. Peer Consultation
- Author's Note
- Introduction
- Peer Coaching toward Technical Proficiency
- Peer Consultation toward Critical Reflection
- Conclusions from Comparative Analysis
- Continuum Relating Peer Consultation Types to Other Educational Factors
- The Nature of Peer Consultation in Practice
- Why Did Teachers Choose to Become Involved?
- Inservice Preparation for Peer Consulting
- Peer Consulting: What Is It, Really?
- Notes
- Unit 3. Conferencing Techniques
- Overview
- Objectives
- 6.. Styles of Interpersonal Communication in Clinical Supervision
- Author's Note
- Introduction
- Communication Technique 1. Listen More, Talk Less
- Communication Technique 2. Acknowledge, Paraphrase, and Use What the Teacher Is Saying
- Communication Technique 3. Ask Clarifying Questions
- Communication Technique 4. Give Specific Praise for Teacher Performance and Growth
- Communication Technique 5. Avoid Giving Direct Advice
- Communication Technique 6. Provide Verbal Support
- Communication Technique 7. Acknowledge and Use What the Person Is Feeling
- Counseling
- Management
- Notes
- 7.. The Planning Conference
- Author's Note
- Intorduction
- Conference Technique 1. Identify the Teacher's Concerns about Instruction
- Conference Technique 2. Translate the Teacher's Concerns into Observable Behaviors
- Conference Technique 3. Identify Procedures for Improving the Teacher's Instruction
- Conference Technique 4. Assist the Teacher in Setting Self-Improvement Goals
- Conference Technique 5. Arrange a Time for Classroom Observation
- Conference Technique 6. Select an Observation Instrument and Behaviors to be Recorded
- Conference Technique 7. Clarify the Instructional Context in Which Data will be Recorded
- Notes
- 8.. The Feedback Conference
- Author's Note
- Introduction
- Conference Technique 8. Provide the Teacher with Feedback Using Objective Observational Data
- Conference Technique 9. Elicit the Teacher's Inferences, Opinions, and Emotions
- Conference Technique 10. Encourage the Teacher to Consider Alternative Methods and Explanations
- Conference Technique 11. Provide the Teacher with Opportunities for Practice and Comparison
- Summary of Steps in a Feedback Conference
- Notes
- Unit 4. Classroom Observation Techniques
- Overview
- Objectives
- Summary of Methods for Observing Effective Teaching Practices
- 9.. Selective Verbatim
- Author's Note
- Introduction
- Advantages of Selective Verbatim
- Drawbacks of Selective Verbatim
- Observation Technique 1. Transcribing Teacher Questions
- Technique
- Data Analysis
- Observation Technique 2. Transcribing Constructivist Dialogue
- Technique
- Data Analysis
- Observation Technique 3. Transcribing Teacher Feedback
- Technique
- Data Analysis
- Observation Technique 4. Transcribing Teacher Structuring Statements
- Technique
- Data Analysis
- Observation Technique 5. Transcribing Classroom Management Statements
- Notes
- 10.. Seating Chart Observation Records
- Author's Note
- Introduction
- Observation Technique 6. At-Task Behavior
- Technique
- Example
- Data Analysis
- Observation Technique 7. Verbal Flow
- Technique
- Example
- Data Analysis
- Observation Technique 8. Movement Patterns
- Technique
- Example
- Data Analysis
- Notes
- 11.. Wide-Lens Techniques
- Author's Note
- Introduction
- Observation Technique 9. Anecdotal Records and Script Taping
- Technique
- Example
- Observation Technique 10. Video and Audio Recordings
- Technique
- Example
- Observation Technique 11. Journal Writing
- Technique
- Example
- Observation Technique 12. Portfolios
- Work Samples
- Technique
- Example
- Notes
- 12.. Checklists, Rating Scales, and Timeline Coding
- Author's Note
- Introduction
- Observation Technique 13. Student Rating Scales
- Pupil Observation Survey Report
- Other Student Rating Scales
- Observation Technique 14. Observer-Administered Checklists
- Questioning Behaviors
- Expository Behaviors
- Constructivist Teaching Methods
- Methods for Accommodating Student Diversity
- Observation Technique 15. Teacher Evaluation Rating Scales
- Observation Technique 16. The Flanders Interaction Analysis System
- Categories of Verbal Interaction
- Timeline Coding Procedures
- Observation Technique 17. The Stallings Observation System
- Snapshot Data
- Five-Minute Interaction
- Notes
- Name Index
- Subject Index
