Handbook of Instructional Leadership: How Successful Principals Promote Teaching and Learning

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Corwin Press, Nov 5, 2003 - Education - 248 pages

Updated Edition of Bestseller!

The updated and expanded second edition of this classic text provides new research and insights into how principals can encourage the teacher development that enhances student learning.

 

Contents

Chapter 1 The Craft of Teacher Supervision
3
Our Study
4
From Control to Collaboration
7
Research on Instructional Supervision
9
Current Issues in the Field
14
Heart of Instructional Supervision
21
Successful Approaches
23
Research on Instructional Conferences
26
Chapter 5 Being Visible Versus Interrupting and Abandoning
107
Interruption of Class Instruction
113
Abandonment
116
Chapter 6 Praising Versus Criticizing
123
More about Control
132
Chapter 7 Extending Autonomy Versus Maintaining Control
143
The Control Orientation and Instructional Leadership
146
Other Aspects of Control
151

Our Findings
30
Summary
49
Promoting Professional Growth
51
Research on Teaching and Learning
52
How Do Teachers Learn? Principles That Shape Staff Development
58
PSSSSST Redesign
79
Tips for Leaders
82
Summary
84
Encouraging Critical Study
85
The Need for Reflective Practice
86
Related Research and the Development of Frameworks for Reflective Thinking
88
Approaches to Reflective Supervision
92
Characteristics of Teacher Reflection
93
Principal Behaviors Fostering Reflection in Teachers and the Benefits to Teachers
95
Bridge to Reflection
99
Helpful Reminders
101
Portrait of a Facilitator for Reflective Practice
104
Part II How Supervisors BehaviorsPositive and NegativeAffect Teachers
105
Goals of Principals Control Orientation
152
The Worst of all
154
Summary
159
Chapter 8 The Successful Instructional Leader
161
What Then is Successful Instructional Leadership or Supervision?
164
Successful Leadership VisāVis Instruction
168
Tips for Principals
169
Linking Instructional Leadership to the Development of a Professional Learning Community
173
A Bridge to the Development of a Professional Learning Community
175
Reculturing for a Professional Learning Community
176
Findings from Research
178
Suggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning Community
185
Everyone an Academic Leader
196
A Final Word
199
Research Method and Procedures
201
References
205
Index
221
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About the author (2003)

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.

Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

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