A New Paradigm
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What Do These Case Studies Teach us
About Effective Schools?
Team 1: Chapter 1:
 Case Studies: Finnie Tyler High School,
Germando Elementary
 Team 2: Chapter 1: SuperVision (pp. 6 - 11)
 Team 3: Chapter 2:
School Culture: (pp. 15 - 16), Blaming Victim,
Larger Context, (pp. 26, 27).
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Team 5: Chapter 3: Effective Schools
Research (pp. 30 - 34 (top)
Team 6: Chapter 3: School Improvement, etc.
(pp. 35 - 37)
1. Collegial rather than hierarchical
relationship between teachers and formally
designated supervisors.
 2. Supervision as the province
of teachers as well as formally
designated supervisors.
 3. A focus on teacher growth
 rather than teacher compliance.
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4) Facilitation of teachers collaborating with
each other in instructional improvement
efforts.
5) Teacher-involvement in ongoing reflective
inquiry (Gordon, 1997, p. 16)
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Supervision: "to watch over", "to direct",
"oversee."
Historic view of supervision: an instrument for
controlling teachers.
Ingersoll (2003):
The flight from
education of both
new and experienced
educators is due to
the external control
of teachers' work lives.
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SuperVision: term for describing the
collegial model of instructional leadership.
Deonotes a dommon vision of what teaching
and learning can and should be.
Developed collaboratively by
formally designated supervisors,
teachers, and other members of
the school community.
Work together to make their
vision a reality.
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A democratic community of learning based
on moral principles calling for all students to
be educated in a manner that will help them
lead fulfilling lives and be contributing
members of a
democratic society.
Based on moral
principles.
Collegial learning
communities.
Supervision is the 'glue' of a successful
school.
 Instructional effectiveness + whole school
action.
 Instruction + Classroom Management +
Professional Development + Action Research
under a common purpose to
reach group objectives (Bernauer,
2002; Calhoun, 2002: MacKenzie,
1983).
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Requires knowledge, interpersonal skills and
technical skills.
Applied through the supervisory tasks of:
direct assistance to teachers, curriculum
development, professional development,
group development and action research.
Organizational goals + teacher needs =
improved learning.
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1) Knowledge Base for School Leaders:
a) What teachers and schools can be.
b) Adult and teacher development.
c) Research-based supervisory
practices.
2) Interpersonal Skills for
School Leaders:
a) Understand own behaviors.
b) Facilitation, coaching, collaboration
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3) Technical Skills:
a) Observing, planning assessing.
b) Evaluating instructional improvement
Model for
SuperVision: p. 10
Direct
Assistance
Action
Research
Group
Development
Supervision
Curriculum
Development
Professional
Development
Supervision is based on moral purpose and
begins with the school community asking:
1) What type of society do we desire?
2) What type of educational environment
should supervision
promote in order to
move toward the
society we desire?
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Educators: the primary stewards of the
democratic spirit.