Rowman & Littlefield Publishers
Pages: 190
•
Trim: 6⅜ x 9½
978-1-4758-1372-2 • Hardback • March 2015 • $101.00 • (£78.00)
978-1-4758-1373-9 • Paperback • March 2015 • $52.00 • (£40.00)
Daniel R. Tomal is a Distinguished Professor of Leadership at Concordia University Chicago teaching educational leadership. He is a consultant and an author of sixteen books such as Action Research for Educator, Challenging Students to Learn, Resource Management for School Administrators (with Craig Schilling), Managing Human Resource and Collective Bargaining (with Craig Schilling) and Leading School Change: Maximizing resources for school improvement (with Craig Schilling and Margaret Trybus) by Rowman & Littlefield Education, and has made guest appearance on many national radio and television shows.
Robert K. Wilhite, EdD, is professor and the Department Chair for Leadership at Concordia University Chicago. He teaches educational law, instructional leadership, supervisory practices, and school evaluation change processes. He is a former elementary, middle school, and high school principal, associate superintendent for curriculum and instruction, and superintendent of schools. He has most recently published articles on homeless students and adaptive leadership, “Chicago HOPES: Eliminating Educational Roadblocks for Homeless Students, “American School Board Journal, May 2011, “Applying Adaptive Leadership to Sustain K-12 District Initiatives and Challenges,” International Journal of Educational Leadership Preparation, Vol. 5 No. 3, 2010. He is a coauthor of Teacher Leadership (with Dan Tomal and Craig Schilling) by Roman & Littlefield Education. He has facilitated training programs for the Midwest Principal Center and consulted with school districts across northern Illinois. He currently serves on the Illinois Licensure Board, Principal Review Panel, evaluating the design of university principal preparation programs in Illinois.
Barbara J. Phillips is professor and Program Leader in the Department of Leadership at Concordia University Chicago. She teaches courses in school change, data-driven decision making, supervision and evaluation, teacher-leadership, and curriculum. She is a consultant to school districts and has been a speaker at workshops and conferences throughout the United States. She has been a teacher, a principal, an assistant superintendent for instruction, and has served as the Director of the School of Education at North Park University in Chicago. She has received community, state, and federal grants for teacher education improvement.
Paul A. Sims is associate professor and Program Leader in the Department of Leadership at Concordia University Chicago. He teaches courses in instructional leadership and supervision at the master’s level and supervisory theory and practice and strategies of educational leadership at the doctoral level. He has served as chairperson and reader on several doctoral dissertations. He is a former high school teacher, director of student activities, dean of students and high school principal in the Chicagoland area.
Nancy P. Gibson, PhD, is President of the National ASCD Board of Directors, an international education association. She has traveled extensively with the ASCD Board of Directors and studied educational systems in the following countries: Thailand, Cambodia, Argentina, China, Canada, South Vietnam, North Vietnam, Egypt, and most recently Qatar. She is a former elementary, middle school, and high school teacher, principal, assistant superintendent for curriculum and instruction, and superintendent of schools. She is an instructional leader with expertise in supervision and improvement of schools. Dr. Gibson and Dr. Sims have developed the Gibson-Sims Framework for Effective Teaching which emphasizes individual growth and learning plans for all teachers and combines the supervision and evaluation model into one process that focuses the development of a continuous learning model.
Foreword
Preface
Acknowledgments
Chapter 1 Defining Supervision, Evaluation, and Professional Learning
Chapter 2 Standards and Models for Teacher Evaluation
Chapter 3Professional Learning and Growth for Teacher Improvement
Chapter 4 Differentiating Professional Learning and Growth Plans
Chapter 5 Implementing a Professional Learning and Growth Plan
Chapter 6 Teacher Evaluation and Professional Growth
Chapter 7A Professional Learning and Growth Expedition
Appendix A:InTASC Standards
Appendix B:ISLLC Standards
Appendix C: ELCC Standards
Appendix D:Teacher Leader Model Standards
Appendix E: Sample Professional Learning and Growth Plans
Supervision and Evaluation for Learning and Growth seeks to go beyond the current focus on student performance and instead aims to develop an evaluation system for learning and growth.
In this short and readable text, the authors initially focus on differentiating supervision and evaluation…. Supervision and Evaluation for Learning and Growth is an approachable and effective introductory text for educators transitioning into roles as supervisors and evaluators. The chapters are concise and clearly written, and the graphics add to the book’s information, rather than simply summarize the major points of each section. Perhaps one of the more valuable features of the book is the chapter case studies. These case studies present real world dilemmas that intersect with the major themes of each section. Examples include how to provide meaningful support to both tenured and non-tenured teachers, and taking over as a building principal in a school that has never had a meaningful evaluation system. Since the majority of the readers of a text like this will be students, these activities would serve as excellent prompts for learning activities and discussions…. Supervision and Evaluation for Learning and Growth is a concise and valuable evaluation guide for existing and future school leaders.
— Global Education Review
Educational leaders who want to make a difference in the quality of teaching and learning in today’s classrooms will increase their professional repertoire by reading this important book. It is a valuable resource to be accessed in everyone’s professional library!
— Marie M. Adair, executive director, New Jersey Association for Supervision and Curriculum Development (ASCD)
The reader will find refreshing insights in this comprehensive look at major educational topics such as, supervision, teacher evaluation, professional development, and modeling effective teaching. In a time period where opinions often dictate educational change, the authors have presented reliable information that will be useful for educational improvement.
— Jim Rosborg, president, Illinois Council of Professors in Education Administration (ICPEA), director of Master's in Education, McKendree University
This is the most practical book out there on the professional development of teachers and school administrators. It provides a step-by-step process, and is appropriate for any teacher or administrator regardless of their years of experience. You will find it worth your while to read this book!
— Mark Spool, Ph.D., president, Management Development Solutions, West Chester, PA
This text guides the reader on a journey of change from within which occurs by enabling teachers to become effective leaders. It is an invaluable tool for building capacity within districts.
— Amy Robinson, Ed.D., English language arts content area specialist, Illinois Center for School Improvement
The research-based practices outlined in this book will allow principals, supervisors and teachers to gain the skills necessary to help students succeed. I highly recommend this text.
— Dr. Kevin J. O'Mara, superintendent, Argo Community High School, president, Illinois High School District Organization, executive board member, Illinois Association of School Administrators
I recommend this book to all school administrators, future administrators, or anyone who aspires to provide leadership in an education setting – indeed, to any educator who wants to excel. The authors provide a comprehensive framework for effective supervision and professional development. They have applied their vast experience and unparalleled knowledge and wisdom to develop this comprehensive volume! This is a MUST READ for education leaders!
— Thomas P. Jandris, PhD, senior vice president for innovation, dean, College of Graduate & Innovative Programs, Concordia University Chicago
As great schools strive to continuously improve, resources such as this book
are invaluable for educational leaders as they oversee professional development. The authors have done an excellent job creating a format that is user friendly, clearly outlining chapter objectives for the reader. The importance of effective supervision has never been more vital to evaluating instruction. I highly recommend using this book as a guide for leaders to better understand that process and promote high achievement for all learners.
— Michael Glover, principal McHenry Middle School, McHenry, IL
As a staff developer, I appreciate the authors’ approach to the ongoing nature of effective staff development. Included in their staff development model are research-based outcomes for a teacher formative and summative evaluation process that goes far beyond traditional "one and done" professional development models.
— D. William Dodds, executive director, Illinois Association for Supervision and Curriculum development, Illinois State University, Normal, IL
The authors have clearly articulated what is necessary to become an impactful educator and how leaders in education can guide that process. This book is an exceptional resource for education leaders who aspire to excel!
— Alan Meyer, Ph.D., executive vice president,Concordia University Chicago
The school leader is a critical piece in the success of student achievement as the authors have indicated. This book would be a good “field” handbook for emerging, novice, and experienced administrators.
— F. Jane Cobia Ed.D, Professor, OBB School of Education, Graduate Programs, Samford University, Birmingham, AL
The authors provide an excellent foundational manual for new and aspiring administrators as well as district personnel assigned the task of creating a well-integrated professional development plan. No longer can we afford to use the “one size fits all” model when supervising and mentoring teachers. This is a must read for educators determined to make a positive impact on student outcomes by retooling instructional practices.
— Theresa Alberico-Madl, superintendent, East Prairie School District 73, Skokie, Il.
I found the book was profound in that it really anchored my thinking and had direct application to many conversations in which I was engaged, both personally and professionally. It resonates with both my studies in leadership and my personal experiences in the classroom and as a school and district leader.
— Patrick Keeley, principal, Almond Campus, Warren Township High School District 121, Gurnie, IL
I would recommend this book to any school leader, or aspiring school leader, who is serious about leveraging the natural relationships between supervision, evaluation, and professional growth to promote continuous improvement in their learning environment. The authors have found a way to bring the essential elements of best-practice together in a way that is sure to turn on more than a few proverbial light bulbs. A practical read that will spend more time in your hands than on a shelf.
— Victor Simon, superintendent of schools, Gower Elementary School District 62, Willowbrook and Burr Ridge, IL
Within this timely and well-written book, you will find the key to systematically leading meaningful professional development in our schools -- what could be more important for our teachers and their students?
— Carol J. Reiseck, Ed.D., assistant dean, Learning Technology and Innovation, College of Graduate and Innovative Programs, Concordia University Chicago
Readers will find this book as a valuable resource to reference as they are confronted with various challenges during their years of leadership. It will also serve all leaders well to make space on their professional library shelf for this well documented leadership resource!
— Dr. John F. Cindric, Jr., professor, College of Education, The University of Findlay (OH)
Anyone involved in the development of teachers will treasure this book. It provides a clear and focused approach to helping teachers become more reflective and effective as practitioners. This book will alter what you know and can do to better empower and grow teachers within a professional learning community. A must read for experienced and aspiring school leaders!
— Paul Enderle, superintendent of schools, Oak Lawn-Hometown School, District 123, Oak Lawn, Illinois
Supervision and Evaluation for Learning and Growth will help educational leaders improve teaching and learning in their schools. The authors present a well differentiated model for understanding the best ways to support each individual teacher’s on-going professional development. Great teaching is a combination of both skill and professional knowledge which presents leaders with the unique challenge to develop all teachers from novice to savvy veteran. This book will explain the best practices to help every teacher grow from where they are to great teacher.
— Kevin Brandon, dean, college of education, Concordia University Chicago
In an era of high accountability, this book provides practitioners with practical strategies for ensuring that all children have an effective teacher in their classroom. The exercises and discussion segments are both relevant and thought-provoking for any school embarking on the journey of improving professional practice through meaningful evaluation and data analysis.
— Lynette Zimmer, EdD, superintendent, Lake Villa School District 41, Lake Villa, IL