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Supervision for Successful Schools

Supervision for Successful Schools

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Published by Devit Raj

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Published by: Devit Raj on Apr 05, 2011
Copyright:Attribution Non-commercial


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SuperVision for Successful Schools
R. Martin Reardon¶s summary of Chapter 1Glickman, C. D., Gordon, S. P. &Ross-Gordon, J. M. (2009), 3-12
Session 2: 7 slides
Three schools«
innie Tyler High School
1200 students; low/middle class; urban
Students seem happy & uninhibited
Teachers joke with students; easy social environment in facultylounge
riday afternoon ³Pizza Council´
Most teaching lecture-style; some variation
Same textbooks for subject; freedom to choose teaching style
Classes seldom start on time; students achievement not up topotential
³We have ideal situation. I wouldn¶t want to teach anyplace else.´
How common is this scenario?
Session 2: 7 slides
Second of three schools
Germando Elementary
600 students; wealthy; suburban
Students quiet but restless; desks all in rows
Teachers don¶t use faculty lounge
Teaching all ³from the front´
Not only same textbooks; everyone teaching from same page
Principal hands down entire curriculum; requires weekly lesson plans;frequent classroom visits (every 2 weeks)
³Teaching is a job.´ ³Principal¶s rules are to be followed.´
Resistance is futile²forced resignation of dissenter 
How common is this scenario?
To what extent are the differences between
innie Tyler &Germando a product of the different levels (high v elementary), andthe context (middle v upper)?

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