The Wiley Handbook of Educational Supervision E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: Wiley Handbooks in Education
• Sprache: Englisch

Seitenzahl: 1420

Veröffentlichungsjahr: 2018

Beschreibung

An authoritative guide to educational supervision in today's complex environment 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: * Describes supervision in a historical context * Includes a review of adult learning and professional community * Reviews new teacher preparation and comprehensive induction systems * Contains perspectives on administrative feedback, peer coaching and collaboration * Presents information on professional development and job-embedding learning * 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.

Leseprobe

Table of Contents

Cover

1 Introduction

Intent and Rationale

An Overview of the Organization of the

Handbook

and Its Sections

The Context of Supervision

The Intents of Supervision

The Processes of Supervision

The Key Players—Enactors of Supervision

The Outcomes of Supervision

References

Part I: Context

2 A Policy and Political History of Educational Supervision

The Professionalization of Educational Supervision

Keeping School or Teaching School?

Politicized Teaching Policies: Supervisory Implications

Persisting Tensions

Summary

References

3 Foundations of Adult Development and Learning

Adult Development

Adult Learning at the Individual Level

Adult Learning in Groups

Adult Learning at the Organizational Level

The Interactive Nature of Adult Development and Adult Learning at the Individual, Group, and Organizational Levels

Summary

References

4 Theories of Professions and the Status of Teaching

Introduction

Theories of Professions

A Structural‐functional Theory of Professions

Power and Privilege Theory of Professions

A Process and Practice Theory of Professionalism and the Role of Educational Supervision

The Challenge for Professionalization of Teaching

How Can Teaching Better Engage in a Process of Professionalization?

Conclusion

References

5 Job‐embedded Learning

The Status Quo of Professional Development

What Does Effective Professional Development Look Like?

Job‐embedded Learning: Using Policy Attributes Theory to Guide Effective Professional Development

Schools as Learning Organizations: Professional Development as a Mechanism for Building School Capacity

Moving Forward: Professional Development as a Tool for School Reform

References

6 Instructional Supervision in an Era of High‐Stakes Accountability

Introduction

A Brief History of Instructional Supervision

Obstacles and Barriers to Effective Teacher Evaluation

The Rise of Performance‐based Assessment and Accountability

Value‐Added Models of Teacher Evaluation

The Changing Nature of Teacher Appraisal

Instructional Supervision in Effective Schools

Conclusion

References

Part II: Intent

7 Accountability, Control, and Teachers’ Work in American Schools

Introduction

Objectives

Data and Concepts

Results

Conclusion

Acknowledgment

References

8 Coming to Understand the Wicked Problem of Teacher Evaluation

Introduction

Teaching and Teacher Evaluation

Enduring Influences

Emerging Influences

Multiple Measures

Cautions in the Crossroads

References

9 Discretion and Trust in Professional Supervisory Practices

Discretion: The Heart of Professionalism

Professional Learning Communities

The Role of the Supervisor in PLCs

Trust: The Foundation of Discretion

Supervision and the Classic Professional–Bureaucratic Conflict

Two Realms of Supervision

Evaluation

Professional Development

Discretion and Trust in Supervision

Discretion, Trust, and Supervisors

References

10 Managing Collaborative Inquiry for Continuously Better Practice: A Cross‐industry Perspective

Introduction

Selected Collaborative Inquiry Designs in Education

Selected Collaborative Inquiry Designs in Medicine

Some Cross‐industry Observations

Final Thoughts

References

Part III: Process

11 Observation, Feedback, and Reflection

Introduction

History and Intent of Classroom Observation and Feedback

Teacher Experiences with Classroom Observation

Classroom Observation Models

Feedback and Reflection

Building Capacity for Reflective Practice

Enduring Challenges

References

12 Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach

Review Purposes and Methods

Functions of Teacher Mentoring

Conceptions and Practice of Teacher Mentoring

Contextual Influences on Teacher Mentoring

Conclusion

References

13 Peer Coaching in Education

Introduction

A Tale of Two Learners

Trying to Learn About How We Learn: Context

Research on the Question: How Do Teachers Learn?

Professional Development for In‐service Teachers: First Studies

A Larger Scale: Using the PDP‐PC Design for District‐wide School Improvement

Pervasive Study by Teachers and Students

Whence?

References

14 From Supervision to “Super Vision”

Theoretical Foundation: Constructive‐developmental Theory

Ways of Knowing in Adulthood

Learning and Growing Through Collaboration: Four Pillar Practices for Growth and Capacity Building

Conclusion: Enhancing Educational Supervision Through Collaboration

References

15 Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry

Introduction

Contextualizing Action Research and Appreciative Inquiry within the Overall Structure of Educational Supervision and Instructional Leadership

Evolution of Action Research and Appreciative Inquiry as Complementary Approaches to Supervision

A Review of Research on Action Research and Appreciative Inquiry Related to Educational Supervision

A Theoretical Model from which to Understand Action Research and Appreciative Inquiry

Summary and Future Directions

Conclusion

References

Part IV: Enactors of Supervision

16 National Policy/Standards

Early Federal Involvement

The Modern Era

Standards‐based Reform

A New Approach to Leading Schools

Conclusion

References

17 Teacher Performance Assessments Mandated During the Duncan Era

Introduction

How We Got Here: A Brief History

Methodology

Findings

Recommendations

References

18 Principal Supervisors and the Challenge of Principal Support and Development

Introduction

Defining Supervision

The Rise of Supervision in Education

The Role of Supervisors in Supporting Principal Instructional Leadership

Conclusion: Challenges to Shifting the Supervisory Role

Summary

References

19 The Principal

Introduction

The Perspective of Supervision and Evaluation Framing the Chapter

Evolving Expectations: The Early Years

Federal Policy Influence Increases

A Field in Flux—the 1960s and 1970s

Policy Federal Influence Continues from 1960 to 1980

Teaming, Effectiveness, and Increased Expectations: 1980s and 1990s

Policy Background: Major Reports Challenge the Status Quo

Principal as Leader of Leaders: 2000 and Beyond

Policy Background: Experimentation

Applying a Change Theory Perspective

Continuing Trends and Issues

Summary

References

20 Necessity Is the Mother of

Re

‐invention

SUNY’s Role: A Leader in Educator Preparation

TeachNY: Creating a Collaborative to Make Collective Impact

Five Areas to Focus on in the Re‐invention of Teacher Preparation

A Work in Progress

Conclusion

References

Part V: Outcomes

21 Improving Teacher Practice‐based Knowledge

Why Is Practice‐Based Learning Central to Teacher Candidates and Practicing Teacher Knowledge Development?

Inquiry Stance

Equity and Social Justice

Pedagogical Content Knowledge

Conclusion

References

22 Shaping the School‐wide Learning Environment Through Supervisory Leadership

Introduction

Leadership and the School‐Wide Learning Environment

Learning Climate

Instructional Capacity

Implications for Supervisory Leadership Practice

Summary and Conclusions

References

23 High‐performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision

Introduction

Assessing the Trajectory of Teacher Supervision in the American Education System

Evaluating the Impact of Accountability Movement Policies on Teacher Supervision and Evaluation

Linkages between Educational Leadership and Student Achievement

Evaluating the Issue of Equity as an Outcome of Quality Educational Supervision

Conclusions

References

24 Supervisory Identity

Introduction

Cultural Shifts

Critical Pedagogies and Supervision

Emancipatory Supervision

Supervisory Identity

Summary

References

25 Conflicts, Convergence, and Wicked Problems

Context of Supervision

Intent of Supervision

Processes of Supervision

Enactors of Supervision

Outcomes of Supervision

Summary

References

Index

End User License Agreement

List of Tables

Chapter 05

Table 5.1 Policy attributes checklist for effective professional development

Chapter 13

Table 13.1 Elements of design.

Chapter 14

Table 14.1 Ways of knowing: orienting concerns; supports & challenges for growth.

Table 14.2 Developmental tips & takeaways for the pillar practices.

Chapter 17

Table 17.1 Model Teacher Performance Assessments (TPAs).

Table 17.2 Stateside Overview of Teacher Performance Assessments (TPAs).

Chapter 18

Table 18.1 Selected Definitions of Supervision

Table 18.2 Principal supervisor professional standards (Council of Chief State School Officers, 2015)

Table 18.3 Selected definitions of leadership coaching

List of Illustrations

Chapter 04

Figure 4.1 Intersection of two jurisdictions of teaching.

Chapter 07

Figure 7.1 The theory of educational accountability.

Figure 7.2 International differences in the control of schools: Percentage of key decisions made at different levels of educational systems, 2012.

Figure 7.3 The relative influence of school boards, principals and teachers over key school decisions, 1993–1994.

Figure 7.4 The relative influence of school boards, principals and teachers over key school decisions, 2011–2012.

Figure 7.5 Teachers’ responses to the question: “In the last school year (2010–11), how much of your own money did you spend on classroom supplies, without reimbursement?”

Figure 7.6 Percent of school faculties reporting teachers having a substantial role in key decisions in their school.

Figure 7.7 Predicted percentile ranking of school’s student proficiency, by levels of teacher control, after controlling for school characteristics.

Figure 7.8 Predicted probabilities of teacher turnover, by school performance, sanctions and level of teacher autonomy, 2004—2005.

Chapter 14

Figure 14.1 A visualization of four developmental ways of knowing in adulthood.

Chapter 22

Figure 22.1 School‐wide learning environment conceptual framework.

Chapter 24

Figure 24.1 Supervisory Identity Framework.

Guide

Cover

Table of Contents

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Wiley Handbooks in Education

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The Wiley Handbook of Educational Supervisionby Sally J. Zepeda (Editor), Judith A. Ponticell (Editor)

The Wiley Handbook of Educational Supervision

Edited by

Sally J. Zepeda and Judith A. Ponticell

This edition first published 2019© 2019 John Wiley & Sons, Inc.

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Names: Zepeda, Sally J., 1956– editor. | Ponticell, Judith A., editor.Title: The Wiley handbook of educational supervision / edited by Sally J. Zepeda, Judith A. Ponticell.Description: 1st edition. | Hoboken, NJ : Wiley Blackwell, [2018] | Series: Wiley handbooks in education | Includes bibliographical references and index. |Identifiers: LCCN 2018016624 (print) | LCCN 2018024502 (ebook) | ISBN 9781119128281 (Adobe PDF) | ISBN 9781119128298 (ePub) | ISBN 9781119128274 (hardcover)Subjects: LCSH: School supervision–United States–Handbooks, manuals, etc. | Educational leadership–United States–Handbooks, manuals, etc. | LCGFT: Handbooks and manuals.Classification: LCC LB2806.4 (ebook) | LCC LB2806.4 .W57 2018 (print) | DDC 371.2–dc23LC record available at https://lccn.loc.gov/2018016624

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Notes on Contributors

Erin Anderson (PhD) is an Assistant Professor of Educational Leadership and Policy Studies at the Morgridge College of Education, University of Denver. She received her PhD from the University of Virginia and worked for the University Council for Educational Leadership (UCEA). Her research focuses on leading school improvement in schools and districts. Anderson’s work has been published in the Journal of Research on Leadership Education, Leadership and Policy in Schools, and she is the author of several UCEA reports on leadership preparation and policy.

Noelle Arnold (PhD) is an Associate Professor of Educational Administration and Associate Dean for Diversity, Inclusion, and Community Engagement (Equity and Diversity) in the College of Education and Human Ecology at The Ohio State University. Arnold’s research agenda includes community focused leadership models, professional identity, and intersections of race and gender. Two of her most recent publication are “Psychological heuristics and faculty of color: Racial battle fatigue and tenure/promotion” for the Journal of Higher Education and “Whiteness as spatial violence” for the International Journal of Leadership in Education.

Atakan Ata, an assistant professor at Bahcesehir University in Istanbul, earned his PhD in Educational Administration and Policy at the University of Georgia, Athens. Ata currently teaches education law, educational sciences, and social research methods. His research is focused on promoting students’ civic engagement skills and developing school teachers’ perspectives about teaching civic skills. Ata has taken part in several national and international projects on teacher training and supervision.

Jessica Blum‐DeStefano (PhD) is an adjunct instructor at Bank Street College of Education and a co‐instructor with Elanor (Ellie) Drago‐Severson in the Summer Principals Academy at Teachers College, Columbia University. She is a co‐author of Learning for Leadership (2013) and Tell Me So I Can Hear You (2016).

Rebecca West Burns (PhD) is an Assistant Professor in the Department of Teaching and Learning at the University of South Florida. Her research lie at the intersection of supervision, clinically rich teacher education, and school–university partnerships. Her research examines the clinical pedagogy used in clinical experiences, the hybrid roles needed to enact clinically rich teacher education in school–university partnerships, and how supervision in school–university partnerships can develop teacher leadership capacity to renew schools and colleges of education. Her work has appeared in such journals as the Teacher Educator, Action in Teacher Education, Professional Development in Education, and School–University Partnerships.

Emily F. Calhoun studies the effects of curriculum and instruction on student learning and works with colleagues to strengthen the learning environment for all. Emily’s books include How to Use Action Research in the Self‐Renewing School, Teaching Beginning Reading and Writing with the Picture Word Inductive Model, and Using Data To Assess Your Reading Program.

Jane G. Coggshall (PhD, University of Michigan) is a principal researcher at the American Institutes of Research (AIR). She leads multi‐method evaluations of professional learning systems and programs for various organizations. She has created tools and resources for instructional coaches and state agency staff. Coggshall has authored multiple briefs on educator evaluation, professional learning, differentiated staffing innovations, teacher preparation, and Common Core implementation for the Education Policy Center at AIR and the Center on Great Teachers and Leaders.

Gregory J. Collins is a doctoral student in education policy at the University of Pennsylvania. His prior work experience in engineering, management, and the high school classroom has motivated his research interest in schools as organizations and the people who find a vocation in education. He holds master’s degrees in business and education.

Mark Conley (PhD) is a Professor at the University of Memphis. His research interests include teacher education policy and practice, adolescent literacy, assessment and human and artificial intelligence tutoring, all within interdisciplinary contexts. Conley maintains a strong commitment to urban teacher education and literacy in urban schools.

Kendall Deas is an Adjunct Assistant Professor of Education Policy and Law, Faculty Fellow, and Director of Diversity Training and Grant Initiatives for the Office of Institutional Diversity at the College of Charleston. His research focuses on school reform and existing achievement gaps. He holds a PhD in Educational Administration and Policy from the University of Georgia.

Mary Lynne Derrington is an Associate Professor in the Department of Educational Leadership and Policy Studies at the University of Tennessee. Her prior work as a principal and superintendent motivated her research interests in principal leadership and teacher evaluation policies. Her research has been published in journals including International Journal of Leadership in Education, Leadership and Policy in Schools, Journal of Research on Leadership, and Journal of Educational Change.

Laura M. Desimone is a professor at the University of Pennsylvania in the Graduate School of Education. She holds a PhD from the University of North Carolina at Chapel Hill in public policy analysis. Over the last 17 years, her work has focused on studying policy implementation with an emphasis on teacher change. Her scholarship has appeared in such journals as American Education Research Journal, Educational Researcher, and Education Evaluation and Policy Analysis.

Caitlin McMunn Dooley (PhD) is Deputy Superintendent for Teaching and Learning for the Georgia Department of Education and Professor at Georgia State University. She has worked as an elementary classroom teacher, teacher educator, educational researcher, and professor. Dooley has authored over 50 publications and led and evaluated funded research projects totaling over $70 million to investigate children’s literacy learning and instruction, digital literacies, teacher learning, and education policy.

Eleanor Drago‐Severson (Ed.D), Professor at Columbia University, is a developmental psychologist who teaches and consults on leadership development domestically and internationally. Ellie is author of the best‐selling books Helping Teachers Learn, Leading Adult Learning, and Helping Educators Grow (2012), among others. She co‐authored Learning for Leadership, Learning Designs, and Tell Me So I Can Hear You. Her work has earned awards from the Spencer Foundation, Klingenstein Foundation, and Harvard and Columbia universities.

Judith Ennis (MA, Columbia University Teachers College), is a Senior Program Associate in the Comprehensive School Assistance Program at WestEd. Ennis applies her expertise in the area of educator excellence and equity, specifically focusing on improving teacher and administrator capacity, and the development of quality professional learning opportunities. Previously, Ennis served as a manager for the Center on Great Teachers and Leaders at American Institutes for Research where she worked creating guidance and resources for other education partners.

Pamela Martin Fry earned her doctorate of education from Oklahoma State University (OSU) and serves as Provost and Vice President, OSU–Tulsa and as Vice‐Provost, OSU‐Stillwater. Fry received the ATE Distinguished Researcher Award in recognition of a study on pre‐service teachers’ experiences in a culturally different setting. She recently published book chapters on leadership in Academic Leadership in Higher Education and in The Modern Land‐Grant University.

Bonnie C. Fusarelli (PhD, Pennsylvania State University) is Professor of Educational Leadership and Policy at North Carolina State University. Her research focuses on educational policy, specifically leadership development. She has received over $26 million in grant funding from the US Department of Education, National Science Foundation, Wallace Foundation, Bill and Melinda Gates Foundation, and the North Carolina Department of Public Instruction. Her research has appeared in Educational Administration Quarterly, Educational Policy, Journal of School Leadership, and Leadership and Policy in Schools, among others.

Lance D. Fusarelli (PhD, University of Texas‐Austin) is Professor of Educational Leadership and Policy at North Carolina State University. Recent publications include co‐editing the 2nd edition of the Handbook of Education Politics and Policy (2015). He has received as PI or Co‐PI over $15 million in grant funding. His research has appeared in Educational Researcher, Educational Administration Quarterly, Educational Policy, and the Journal of School Leadership, among others.

Christopher R. Gareis (Ed.D, College of William and Mary) is Professor of Educational Leadership at the College of William and Mary in Virginia. He regularly works with K‐12 schools and institutes of higher education in the United States and abroad in the areas of curriculum development, instructional leadership, teacher mentoring, classroom assessment, and program evaluation. His co‐authored book Teacher‐Made Assessments: How to Connect Curriculum, Instruction, and Student Learning (2015) is in its second edition.

Jeffrey Glanz (Ed.D, Teachers College, Columbia University) is head of the Master’s Degree Program in Educational Administration at Michlala‐Jerusalem College, Israel. His areas of research are instructional supervision and leadership. His most recent publications include “Instructional leadership practices among principals in Israeli and USA Jewish schools,” “Between Venus and Mars: Sources of gender differences in instructional leadership,” and “Gender differences in instructional leadership: How male and female principals perform their instructional leadership role.”

Ellen Goldring is Patricia and Rodes Hart Professor and Chair, Department of Leadership, Policy and Organizations, at Peabody College, Vanderbilt University. Her research interests focus on the intersection of education policy and school improvement with particular emphases on education leadership. A fellow of the American Educational Research Association and Past Vice‐President of AERA’s Division L‐Policy and Politics, she is the recipient of the University Council for Educational Administration’s Roald F. Campbell Lifetime Achievement Award.

Stephen P. Gordon received his doctorate in supervision from the University of Georgia. He is currently a professor of education and community leadership at Texas State University. Gordon’s areas of research and writing include instructional supervision, professional development, action research, and leadership preparation. His latest book, co‐authored with Carl D. Glickman and Jovita M. Ross‐Gordon, is the 10th edition of SuperVision and Instructional Leadership: A Developmental Approach.

Jason A. Grissom is Associate Professor of Public Policy and Education at Vanderbilt University’s Peabody College. His research uses large data sets to address topics at the intersection of K‐12 education policy, leadership, and governance. He is particularly interested in measuring the impacts of school leaders on teacher and student outcomes, effective school leadership strategies, school leader support and evaluation, and educator labor markets. He holds a PhD in Political Economics from Stanford University.

Joyce G. Haines (PhD) is a member of the Educational Leadership faculty at the University of South Florida where she completed her graduate work. Prior to joining the faculty, Haines was a district administrator in Hillsborough County Public Schools where she was responsible for Elementary Education Curriculum and Instruction in the nation’s eighth largest school system. Most recently, she co‐authored a book chapter in Enhancing Urban Teacher Quality Through School‐University Partnerships (2017).

Helen M. Hazi has been a teacher, curriculum specialist, Supervisor of Curriculum and Instruction K‐12, and Professor of Educational Leadership Studies at West Virginia University. She received her PhD at the University of Pittsburgh under Noreen Garman and Morris Cogan. She writes about critical incidents of practice and legal issues that have consequence for supervision in the 50 states, teacher evaluation, judging teacher quality, and the complications of instructional improvement. Her work appears in the Kappan, the Clearinghouse, the Journal of Curriculum and Supervision, Educational Leadership, Educational Policy Analysis Archives, the Rural Educator, and the Journal of Staff Development.

Revital Heimann (PhD, Hebrew University of Jerusalem) is a former lecturer and researcher at the David Yellin Academic College of Education in Jerusalem. Her research interests include program assessment and action research.

Kirsten Lee Hill is a researcher and entrepreneur who is passionate about making data more accessible and relevant to practitioners; and also bringing more yoga, mindfulness, and self‐love into schools. She earned her PhD in Education from the University of Pennsylvania where she studied school turnarounds and led the development of city‐wide surveys to measure alternative indicators of success in schools. Currently she partners with innovative organizations to co‐create solutions to education’s most pressing problems, and serves as Director of Development for Project Peaceful Warriors.

Richard M. Ingersoll is the Board of Overseers Professor of Education and Sociology at the University of Pennsylvania. His research is concerned with the character of elementary and secondary schools as workplaces, teachers as employees, and teaching as a job. He has received numerous awards, including the Richard B. Russell Award for Excellence in Teaching from the University of Georgia, the Outstanding Writing Award from the American Association of Colleges for Teacher Education, and the Outstanding Researcher Award from the Association of Teacher Educators.

W. Kyle Ingle (PhD, Florida State University) is Associate Professor in Educational Leadership at the University of Louisville. Prior to his doctoral studies, Ingle was employed by the Jackson County (Mississippi) School District. His research interests include human resource functions in education, and education politics. His recent research has been published in journals, including the Journal of School Leadership, Leadership and Policy in Schools, Educational Policy, and the American Educational Research Journal.

Jennifer Jacobs is an Associate Professor in the Department of Teaching and Learning at the University of South Florida. Her research interests focus on teacher learning for equity across the continuum of teacher education. Her research projects and publications involve a fluid movement between pre‐service teacher, in‐service teacher/teacher leader, and teacher educator learning. Her work has appeared in such journals as Action in Teacher Education, Teacher Education Quarterly, and Professional Development in Education.

Catherine Jacques (MA, University of Michigan) is a researcher at the American Institutes for Research (AIR). She conducts qualitative research analysis and provides technical assistance on teacher effectiveness, teacher leadership, professional learning, and recruitment and retention. She has authored multiple briefs in partnership with other organizations and through the Center on Great Teachers and Leaders at AIR on these topics.

Albert M. Jimenez is an assistant professor in educational leadership at Kennesaw State University. He received his PhD in Educational Administration and Policy from the University of Georgia. His research focuses primarily on teacher evaluation and supervision with recent co‐authored publications appearing in such journals as LEARNing Landscapes and the School Leadership and Management Journal.

Bruce Joyce grew up in Merchantville, New Jersey, received a BA degree from Brown University and, following military service, taught in Delaware and Detroit. He was professor at the University of Delaware, the University of Chicago, and Teachers College. Since then he has conducted research on teaching, professional development, and school improvement partnered with school districts, states, and countries.

Philip D. Lanoue served as the superintendent of the Clarke County School District in Athens, Georgia from 2009 to 2016. During his tenure, he was named the 2015 National Superintendent of the Year. Lanoue received his PhD in Educational Leadership from Mercer University. His work appears in a variety of publications, including recent articles in LEARNing Landscapes and the School Leadership and Management Journal. Lanoue has been featured in national publications such as the Washington Post.

Jane Clark Lindle (PhD, University of Wisconsin), currently serves as Eugene T. Moore Distinguished Professor of Educational Leadership at Clemson University. Lindle’s most recent book is Political Contexts of Educational Leadership and her articles appear in Educational Policy, International Journal of Leadership Education, and the Peabody Journal of Education. She was a special education teacher and principal in four states, and has served as a faculty member of school leadership preparation at four universities.

Fred C. Lunenburg (PhD, University of Ottawa, Canada) is the Jimmy N. Merchant Professor of Education at Sam Houston State University. His professional interests are theory and research in administration, the sociology of organizations, and the social psychology of administration. His best‐known books include Educational Administration: Concepts and Practices and Writing a Successful Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences.

Jessica Fisher Neidl served as university editor at State University of New York (SUNY) System Administration from 2010 to 2017, during which time she collaborated with Nancy Zimpher on a range of projects regarding the re‐invention of teacher training. Jessica specializes in anchor institution–community engagement. She holds a BA in English literature and an MA in classical archaeology, both from SUNY at Albany. She lives in Albany, New York.

Stephen J. Owens is a research analyst at the Georgia Department of Education. He received his doctorate in education policy from the University of Georgia. His research focuses on the role of intermediary organizations in state education policy. More specifically, his work examines the adoption of market‐based educational reforms on state legislative agendas.

Judith A. Ponticell is Professor and Chair of the Department of Leadership, Counseling, Adult, Career and Higher Education at the University of South Florida. Her research explores personal, interpersonal, and organizational factors that enhance or inhibit individual and organizational learning, risk taking, and change. Her scholarship has appeared in journals such as the Peabody Journal, Journal of Teacher Education, Journal of Curriculum and Supervision, and Journal of Training and Development.

Diana G. Pounder (PhD, University of Wisconsin‐Madison) is a retired College of Education Dean and Educational Leadership Professor. She is currently serving part time as the INSPIRE Associate Director for Research, University Council for Educational Administration (UCEA), and Research Associate at the Utah Education Policy Center. Her scholarship includes largely empirical research focused on attracting, retaining, and developing professional educators. Her most recent work has been focused largely on improving and assessing leader preparation.

Laura K. Rogers is a PhD candidate in Educational Leadership and Policy at Peabody College, Vanderbilt University. Her research focuses on principal development, teacher quality, and the relationship between district/school organizational decisions and school performance. She has an MA in Curriculum and Instruction from the University of Colorado.

Jovita M. Ross‐Gordon received her doctorate in adult education from the University of Georgia. She is currently a professor of adult, professional, and community education at Texas State University. She writes about adult learning and teaching, focusing on adult and nontraditional students in higher education and on diversity and equity in adult education. Her latest book is the Foundations of Adult and Continuing Education (2017), co‐authored with Amy Rose and Carol Kasworm.

Mollie Rubin is a Research Assistant Professor in the Department of Leadership, Policy and Organizations at Peabody College Vanderbilt University. She earned her PhD in Sociology at the University of Pennsylvania. Her research is focused on school improvement, particularly the intersection of education policy and the organizational contexts in which reform efforts occur. More generally, she is interested in the quality of teachers, school leaders, and schools.

Megan Tschannen‐Moran (PhD, Ohio State University) is a Professor of Educational Leadership at the College of William and Mary. Her research focuses on relationships of trust as well as collective and self‐efficacy beliefs in school settings. Her book Trust Matters: Leadership for Successful Schools shares the stories of the attempts by three principals to foster trust. Her two books on coaching, Evocative Coaching and Evoking Greatness, present a person‐centered, no‐fault, strengths‐based model for supporting professional learning.

Jian Wang is Full Professor, Helen DeVitt Jones Chair in Teacher Education, and Chair of Department of Curriculum and Instruction, College of Education, Texas Tech University. His research focuses on the intersection of teacher mentoring, mathematics teaching and learning, and influences of curriculum on teacher learning. His publications have appeared in journals such as Educational Researcher, Review of Education Research, Teachers College Record, Teaching and Teacher Education, Journal of Teacher Education, and Elementary School Journal.

Diane Yendol‐Hoppey is a Professor and Dean of the College of Education at the University of North Florida. Her work has united practitioners and university faculty in creating and sustaining nationally recognized school–university partnerships. Her research specifically focuses on facilitating teacher learning within urban contexts through partnerships, enhanced job‐embedded professional development, field‐based teacher education, and teacher leadership. Her scholarship has appeared in such journals as Teachers College Record, Educational Researcher, and Journal of Teacher Education.

Sally J. Zepeda (PhD) is Professor in the Department of Lifelong Education, Administration, and Policy at the University of Georgia. Her research focuses on instructional supervision, teacher and leader evaluation, and professional development for pre‐K‐12 educators. Her scholarship has appeared in journals such as the Review of Educational Research, Journal of Curriculum and Supervision, Journal of School Leadership, and Alberta Journal of Educational Research. Her text, Instructional Supervision: Applying Tools and Concepts, is in its fourth edition and has been translated into Turkish.

Nancy L. Zimpher is Chancellor Emeritus of the State University of New York, having served as the system’s twelfth chancellor from 2009 to 2017. Zimpher is also co‐founder of StriveTogether, a national network of innovative partnerships that holistically address challenges across education, and is a senior fellow at the Rockefeller Institute of Government. She is among the most in‐demand thought leaders in higher education in the United States and around the world.

Acknowledgments

There are many people involved in such an undertaking to represent the theory, research, and practices in one book that embodies a field of study. We are appreciative of Jayne M. Fargnoli, former commissioning editor at Wiley‐Blackwell, who saw the value in such a Handbook and was steadfast in supporting our effort to get the ideas down to paper and then shepherding the proposal through the system to approval.

We were in the excellent hands of Haze Humbert, executive editor at Wiley‐Blackwell, who gave wise counsel as we inched to the finish line. She was always an email away providing leadership over the myriad processes and details that we needed to keep at the forefront. Janani Govindankutty, the project editor, worked diligently behind the scenes at Wiley to ensure that our Handbook was in solid form. Janey Fisher, our copy‐editor and Avril Ehrlich, indexer at Wiley‐Blackwell, attended to the details associated with getting the final manuscript ready for typesetting. Rounding out the team was Vimali Joseph, Production Editor with Wiley‐Blackwell, and K & L Content Management who brought the Handbook to its final form.

At the University of Georgia, there were four research assistants working on their doctorates who assisted with checking and verifying references, pulling resources, and tracking the submissions made by the chapter authors: Boyung Suh, PhD in Learning, Leadership, and Organization Development Program; Ahmed M. Alkaabi, Ian D. Parker, and Sevda Yildirim, PhD students in Educational Administration and Policy—all supported our work in so many ways. We can’t imagine finishing such a task without the support of these budding scholars.

Our Handbook is all the stronger for the scholarship provided by our chapter authors. They are the ones who have kept educational supervision at the forefront of thought, research, policy, and practice. We are honored to have had the opportunity to work with and learn from you. Our sincere thanks to all of you for sharing your works with the larger community of scholars.

Sally J. ZepedaJudith A. Ponticell

1Introduction

Sally J. Zepeda and Judith A. Ponticell

Intent and Rationale

The Handbook of Educational Supervision offers a view of the field of supervision as it has evolved to the present. We hope that, through this spotlight, the Handbook points the reader to the research, theory, and applications about supervision that have surfaced in the broader fields of educational leadership and teacher preparation to keep pace with what occurs in practice in preK‐12 schools in the United States. This handbook is important because much of what we know about supervision rests between its theory and its applications in schools and systems that have provided fertile ground for supervision as we know it today.

Ultimately, we hope that the reader will see that supervision as a field has not only evolved and endured in its intents and purposes, but has also grown from complexities and variances in practice and through contributions across other closely related fields of study that extend its theories and foundations. Getting to the point of creating a handbook was an arduous task given the time that elapsed from the watershed Handbook of Research on School Supervision, edited by Ed Pajak and Gerald Firth in 1998. To frame this Handbook, we examined research, theory, applications, and translations of supervision and intersections with other fields that support school improvement. This chapter establishes the intent and rationale of the handbook, explaining the purpose of the text and the why behind the purpose. An overview of the organization of the text, highlighting the sections and chapters is offered.

From our analysis of textbooks on supervision and leadership, along with conference presentations from such bodies such as the American Education Research Association, the University Council of Educational Administration, and the Council of Professors of Instructional Supervision (COPIS), exemplars emerged that showed how leadership broadly and finitely has incorporated and extended the purposes and intents of supervision, how the field of supervision has changed and moreover served as the foundation and legacy of theory, research, and practice. For these reasons and more, we believe the field of supervision, albeit fraught with tensions and controversies, has been foundational for practices, constructs, and further understandings in other fields.

The following are tensions that we identified in our analysis:

Clinical supervision in the historical context

vs

. today’s high‐stakes accountability reality;

Individual adult learning

vs

. professional community;

Power and control

vs

. empowerment and trust;

Beginning teacher clinical supervision

vs

. comprehensive induction systems;

Observation

vs

. action research, portfolio development, etc.;

Administrative feedback

vs

. peer coaching and collaboration;

Motivation and compliance

vs

. reflection and cognitive development;

Evaluation

vs

. professional development and job‐embedded learning;

Individual problem solving

vs

. professional capacity building in schools;

Individual teacher changes

vs

. school and system changes to improve the learning environment;

Individual conferences

vs

. courageous conversation within a professional learning community.

Aims of the Handbook of Educational Supervision

The field of supervision in practice and in research has evolved to be much more inclusive and broadly constructed. The social, political, and historical contexts in which practices have emerged are vast—No Child Left Behind Act (NCLB) of 2001 (2002), Race to the Top, Every Student Succeeds Act (2015), the emergence of digital learning environments, restructuring of schools (e.g., charter schools), the dramatic change in school demographics that create shifting communities of students and teachers, and advancements in fields such as adult learning and professional learning. These changes necessitate asking critical questions to frame the field of supervision for today and tomorrow. Hence, the primary aim of the Handbook is to examine the concepts, research, practices, and aims of supervision that are embedded broadly and finitely in and across leadership within PreK‐12 schools and their systems.

A secondary aim of the Handbook is to examine the theoretical constructs that have been drawn from the field of supervision that have been expanded upon in other fields. These theoretical constructs have served to deepen our understanding of the field (e.g., mentoring, coaching, learning communities) as practices have evolved to meet the needs of school personnel.

Another aim of the Handbook is to serve as a bridge to other fields of study that share the same intents, purposes, and tensions but that have pushed through to frame supervision as a construct for growth and development of personnel and impetus for school improvement.

Finally, this Handbook examines the conflicts inherent in the field of supervision, with intent to expand discussion within the field by including perspectives of leading scholars in closely‐related fields in education such as leadership, the politics of education, teacher leadership, and so on.

Objectives of the Handbook

Complementing the aims of the Handbook are eight primary objectives:

To draw attention to the critical aspects of supervision that have evolved across fields in leadership, policy, teacher preparation, and professional learning.

To broaden the lens of supervision beyond what the supervisor does by showing how supervision has evolved to fit system changes and the leadership imperative to lead schools by building capacity.

To connect the work, purposes, and intents of supervision as they evolved to support leadership needed for increased student learning amid the complexities of accountability.

To illustrate how supervision has evolved to be a communal, collaborative, and proactive problem‐solving strategy shared by a community of learners whose purpose it is to improve outcomes for students.

To focus on corollary fields of study and the research these fields have yielded to extend our notions of how people construct and reconstruct practices to learn from supervision.

To provoke conversation across fields of study to bring into focus the conflicts that have propelled the field and examine how cohesion has been achieved through unique and constantly emerging permutations of supervision.

To disseminate across fields insights into how, why, and in what ways supervision has evolved.

To capture the voices, perspectives, and research from top scholars in fields that have stewarded supervision across many configurations.

The chapter authors allow us to see how the past has shaped the constructs that have evolved to add to the knowledge and theory of a relatively small field and to broaden constructs across disciplines.

No longer should the field of supervision be firmly nestled and entrenched in a silo because its foundations—knowledge, theory, applications, and even inherent conflicts—pave the way for more current applications of its practices and more robust avenues for research and scholarship. By spanning fields of study, an increasing cadre of scholars have extended our thinking about the possibilities for educational supervision to evolve and transform to fit the complexities of schools and systems.

The field of educational supervision has been influenced by political entrenchment and folly at the state and federal levels and its focus on hyper‐accountability in the name of teacher quality and effectiveness. The field is in a prime position to look at its legacies with pride and, hopefully, to embrace how other fields of study and their scholars have contributed to the larger discussion, responding to the increasing sense of urgency to create coherence across efforts to support teacher and leader growth.

An Overview of the Organization of the Handbook and Its Sections

The Handbook of Educational Supervision is divided into five sections and 25 chapters: Section I: The Context of Supervision; Section II: The Intents of Supervision; Section III: The Processes of Supervision; Section IV: The Key Players—Enactors of Supervision; Section V: The Outcomes of Supervision.

Within the organization of each section are chapters that examine topical areas, constructs, and models that have shaped the field of educational supervision. The five sections are organized to lead the reader from the historical foundations of supervision to its aspirational outcomes.

Of special note is that we have had the pleasure of working with some of the most prominent scholars in the fields that have embraced supervision, people who have served as trailblazers in carrying forward the messages that have shaped and will continue to shape the field, and who have provided thought‐provoking scholarship within their chapters.

The Context of Supervision

The chapters in Section I: The Context of Supervision situate “supervision” in its historical context, in its foundations in adult learning and cognition, in the reform movements that focused on professionalization of teaching, and in the current context of high stakes accountability.

Historical Context

In Chapter 2, “A Policy and Political History of Educational Supervision,” W. Kyle Ingle and Jane Clark Lindle trace the history of educational supervision in the context of formal roles and sociopolitical dynamics of historical eras in education. They examine how historical events such as the Cold War, the civil rights movement, and the ongoing era of increased accountability through standards, assessment, and school choice options have shaped education politics and policy surrounding educational supervision.

Throughout the historical eras, Ingle and Lindle identify and examine the evolving roles and theories of educational supervision, including its shifting purposes and definitions. Moreover, they discuss the development of professional identities among teachers and educational leaders, the development of differentiation of educational supervision among educators and educational leadership roles and positions as well as the specializations and expertise within these roles. Considerable detail is offered in the discussion about the politicization of student learning outcomes and their conflation with accountability of states, districts, schools, and teachers and educational leaders.

The Foundations of Adult Learning and Cognition

In Chapter 3, “Foundations in Adult Development and Learning: Implications for Educational Supervision,” Stephen P. Gordon and Jovita M. Ross‐Gordon provide a brief review of the literature on adult development as well as the major underpinnings of individual, group, and organizational learning embedded within the framework of educational supervision either through direct supervisory assistance or indirectly through learning groups facilitated by the supervisor. In addition, incorporating experiential, reflective, and job‐embedded learning within supervision can augment individual learning through interactive and synergistic cycles of experiencing, reflecting, thinking, and acting.

Gordon and Ross‐Gordon make clear that organizational learning is multileveled, largely dependent on learning at the individual, group, and organizational levels. They also share their view that learning can occur when various aspects of adult development are deeply rooted in supervision programs accompanied by high‐quality implementation. Moreover, they remind the reader that supporting teachers in navigating developmental and learning experiences calls for a collective effort by supervisors and other educators in the school community.

The Context for the Professionalization of Teaching

In Chapter 4, “Theories of Professions and the Status of Teaching,” Pamela Martin Fry presents and then analyzes the history, concepts, and challenges of professions and how teachers develop as theoretical practitioners with higher degrees of jurisdictional autonomy, particularly in the areas of curriculum and teaching. Fry then examines the construct of the professionalization of teaching, tracing its history to the present day and offering insights about how leaders support teachers. The role of educational supervision is integral in supporting increased professionalization of teachers. The role shifts from one of managerial oversight to building networks between and among educational supervisors and teachers that reflect mutual trust, increased expertise, and reasonable strategies for accountability.

The Context of Job‐embedded Learning for School Improvement

In Chapter 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 explore the relationship between job‐embedded professional development and organizational learning, highlighting the role that school leaders play in establishing professional development as a tool for school reform. They use policy attributes theory to support a framework and its utility as a streamlined way for school leaders to evaluate and shape support and leadership around professional development efforts.

Supervision in the Context of High‐stakes Accountability

In Chapter 6, “Instructional Supervision in the Era of High‐stakes Accountability,” Lance D. Fusarelli and Bonnie C. Fusarelli examine the changing nature of instructional supervision in an era of high stakes accountability, including the rise of performance‐based assessment and accountability, federal efforts to improve teacher evaluation, barriers and obstacles to effective teacher evaluation, the use of value‐added models and data‐based decision making, and the role of university‐based principal preparation in improving instructional supervision.

Fusarelli and Fusarelli provide a brief history of instructional supervision and teacher evaluation followed by a discussion of specific legislative reforms that instigate high stakes, performance‐based accountability, causing transformational shifts in many levels of teacher supervision and evaluation (e.g., No Child Left Behind Act (2002), Race to the Top initiative). Critical issues of practice (e.g., value‐added measures) tied to teacher evaluation and supervision are examined in light of federal policy. Although the passage of the Every Student Succeeds Act (ESSA, 2015) gives states and local educational officials more power and authority, it is doubtful that states and districts will depart from focusing on the use of student testing scores for the purposes of teacher evaluation.

The Intents of Supervision

In Section II: The Intents of Supervision, chapters examine the “why” behind “supervision,” including the constructs of control and compliance, monitoring and evaluation, trust and empowerment, and emerging interests in professional capacity building. The chapters in this section move from targeting individual change to collective enactment and organizational culture.

Control and Compliance

In Chapter 7, “Accountability, Control, and Teachers’ Work in American Schools,” Richard M. Ingersoll and Gregory J. Collins suggest that few educational issues have received more attention in recent times than the problem of ensuring that elementary and secondary classrooms are staffed with quality teachers. Seemingly endless streams of commissions and national reports have targeted improving teacher quality as one of the central challenges facing schools.

Ingersoll and Collins offer a critique of the teacher accountability movement, drawing from a series of empirical research projects on the levels, distribution, and effects of accountability and control in American schools. They report that the control of schooling in the United States is relatively decentralized and that American teachers are less likely than teachers of other nations and their principals, to have substantial influence over key decisions in schools. The current educational reforms to regulate, monitor, and keep school teachers accountable for their work are important; however, reforms overlook critical considerations necessary for changes to endure and to promote the autonomy and engagement of those involved in the practice of teaching and supervision.

Monitoring and Evaluation

In Chapter 8, “Coming to Understand the Wicked Problem of Teacher Evaluation,” Helen M. Hazi portrays the practice of teacher evaluation, identifying its past and current influences. The metaphor of teacher evaluation as a wicked problem is a unifying element to examine enduring influences including its purposes, the classroom visit, the instrument, the generic teacher, the conference, and the law. Those influences become complicated by the national educational reform agenda that includes state oversight, metrics mania, multiple measures, and the infrastructure. The practice of teacher evaluation at present encourages the neglect of teaching and its improvement. Hazi argues that emerging influences in teacher evaluation tend to be cosmetic rather than leading to substantive changes.

Trust and Empowerment

In Chapter 9, “Discretion and Trust in Professional Supervisory Practices,” Megan Tschannen‐Moran and Christopher R. Gareis examine the significance of professional discretion and trust in daily supervisory practices that lead to fruitful results at the individual and organizational levels. Tschannen‐Moran and Gareis identify the current barriers that detract from the full benefits of discretion (standards, accountability, bureaucracy, and evaluation). They explicate the critical roles of supervisors and supervisory practices (professional development, action research, coaching, and mentoring) that foster trust, and they provide different examples from the field that portray how supervisors enhance teacher development through the use of both discretion and trust.

Professional Capacity Building

In Chapter 10, “Managing Collaborative Inquiry for Continuously Better Practice: A Cross‐Industry Perspective,” Jane G. Coggshall, Catherine Jacques, and Judith Ennis explore how the teaching and medical professions have approached the improvement of practice and outcomes through practitioner‐led collaborative inquiry. The purpose of this chapter is to inform the smart design of effective professional learning systems for teachers. There is a description of roles of evidence and facilitation in selected collaborative inquiry designs in both industries, and considerations for supervision and policy are provided. In many ways. Coggshall, Jacques, and Ennis accentuate how different fields within teaching and medicine can adopt ideas and learn from each other, and collaborate for the purpose of collectively improving and supporting practices.