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This classic market leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful supervision. The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped to redefine the meaning of supervision and instructional leadership for both scholars and practitioners.

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• All chapters conclude with Exercises, References, and Suggested Readings
• I Introduction
• 1 SuperVision for Successful Schools. SuperVision: A New Name for a New Paradigm. Supervisory Glue as a Metaphor for Success. Who Is Responsible for SuperVision? Organization of This Book. Supervision and Moral Purpose. Practitioner Reflection: When is Collegiality Real
• II Knowledge
• 2 The Norm: Why Schools Are as They Are
• The Work Environment or Culture of Schools
• The Legacy of the One-Room Schoolhouse
• Blaming the Victim and Structural Strain
• Viewing School Culture in the Context of the Larger Culture
• To Qualify, Summarize, and Propose
• Practitioner Reflection: Peace as a New Environmental
• 3 The Exception: What Schools Can Be
• Background to School Effectiveness Studies
• Early Effective Schools Research
• The Second Wave of Effective Schools Research
• Context Studies in Effective Schools Research
• Has Effective Schools Research Outlived Its Usefulness?
• The Legacy of Effective Schools Research
• From Effective Schools to School Improvement
• A Cause Beyond Oneself
• Connecting School Improvement to the Local Community and Larger Society
• What to Do with Successful Schools Research: Some Propositions
• Practitioner Reflection: A Case for Engaging in school improvement Initiatives
• 4 Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice
• Adults as Learners
• Adult and Teacher Development
• Developmental Theories of Motivation and Teacher Development
• Development: Ebb and Flow
• Influences on Teacher Development
• Propositions
• Practitioner Reflection: Adult Learning for Student Learning
• 5 Reflections on Schools, Teaching, and Supervision
• Effective Teaching Research: A Historical Perspective
• Cautions Concerning Effective Teaching Research
• The Coast of Britain
• Effective and Good Schools: The Same?
• Changing Views: New Emphasis on Constructivist Teaching and Learning
• Instructional Improvement and Effective Teaching
• Beliefs about Education
• Supervision Beliefs
• Supervisory Platform as Related to Educational Philosophy
• Checking Your Own Educational Philosophy and Supervisory Beliefs
• What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
• The Authors' Supervisory Platform
• Summary, Conclusions, and Propositions
• Practitioner Reflection: Supervisory Platform: Whats Your Story?
• III Interpersonal Skills
• 6 Supervisory Behavior Continuum: Know Thyself
• Outcomes of Conference
• Valid Assessment of Self
• Johari Window
• Cognitive Dissonance
• Comparing Self-Perceptions with Other Perceptions. Summary, Conclusions, and Preview
• Practitioner Reflection: Re-Rooting
• 7 Developmental Supervision: An Introduction
• Case Study 1
• Case Study 2
• Case Study 3
• Case Study 4
• Developmental Supervision
• Summary and a Look Ahead
• Practitioner Reflection
• 8 Directive Control Behaviors
• Directive Continum of Behaviors
• A History of Overreliance on Control
• Issues in Directive Control
• When to Use Directive Control Behaviors
• Moving from Directive Control toward Directive Informational Behaviors
• Practitioner Reflection: Directive Control Behaviors When other Leadership Styles Havent Made and Impact
• 9 Directive Informational Behaviors
• Directive Continum of Behaviors
• Comparing Directive Control and Directive In