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|a 9781119128281
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|a UAMI
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|a Zepeda, Sally.
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|a The Wiley Handbook of Supervision.
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|a Newark :
|b John Wiley & Sons, Incorporated,
|c 2018.
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| 300 |
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|a 1 online resource (667 pages)
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| 336 |
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|a text
|b txt
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|a online resource
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|a Print version record.
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|a Intro; Title Page; Copyright Page; Contents; Notes on Contributors; Acknowledgments; Chapter 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; Chapter 2 A Policy and Political History of Educational Supervision; The Professionalization of Educational Supervision; Keeping School or Teaching School?; Politicized Teaching Policies: Supervisory Implications.
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|a Persisting TensionsSummary; Note; References; Chapter 3 Foundations of Adult Development and Learning Implications for Educational Supervision; 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; Chapter 4 Theories of Professions and the Status of Teaching; Introduction; Theories of Professions; A Structural-functional Theory of Professions.
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| 505 |
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|a Power and Privilege Theory of ProfessionsA 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; Chapter 5 Job-embedded Learning: How School Leaders Can Use Job-embedded Learning as a Mechanism for School Improvement; 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
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|a Schools as Learning Organizations: Professional Development as a Mechanism for Building School CapacityMoving Forward: Professional Development as a Tool for School Reform; References; Chapter 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; Note; References.
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|a Part II IntentChapter 7 Accountability, Control, and Teachers' Work in American Schools; Introduction; Objectives; Data and Concepts; Results; Conclusion; Acknowledgment; Notes; References; Chapter 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; Chapter 9 Discretion and Trust in Professional Supervisory Practices; Discretion: The Heart of Professionalism; Professional Learning Communities; The Role of the Supervisor in PLCs.
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| 500 |
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|a Trust: The Foundation of Discretion.
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| 590 |
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|a ProQuest Ebook Central
|b Ebook Central Academic Complete
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| 650 |
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|a School supervision
|z United States
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|a Educational leadership
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| 650 |
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6 |
|a Inspection des écoles
|z États-Unis
|v Guides, manuels, etc.
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6 |
|a Leadership en éducation
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| 700 |
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|a Ponticell, Judith.
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|i Print version:
|a Zepeda, Sally.
|t Wiley Handbook of Supervision.
|d Newark : John Wiley & Sons, Incorporated, ©2018
|z 9781119128274
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| 856 |
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0 |
|u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=5515191
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