Supervision across the content areas / Sally J. Zepeda and R. Stewart Mayers.

Format:

Book

Author/Creator:

Zepeda, Sally J., 1956- author.

Contributor:

Mayers, R. Stewart, 1959-

Series:

Eye on education book.

An Eye On Education Book

Language:

English

Subjects (All):

School supervision--United States.

School supervision.

Curriculum planning--United States.

Curriculum planning.

Educational accountability--United States.

Educational accountability.

Physical Description:

1 online resource (225 p.)

Edition:

1st ed.

Place of Publication:

New York : Routledge, 2013.

Language Note:

English

Summary:

You became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise. Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas - Mathematics, Science, English/Language Arts, and So

Contents:

Cover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations

Formal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits

Curriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method

Enhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence

Musical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners

Learners in Middle Schools

Notes:

First published 2004 by Eye On Education.

Includes bibliographical references.

Description based on print version record.

ISBN:

1-317-91921-1

1-315-85261-6

1-317-91922-X

9781315852614

OCLC:

880827229