{"product_id":"supervision-for-todays-schools-hardback-9780470087589","title":"Supervision for Today's Schools (Hardback) 9780470087589","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eSupervision for Today's Schools\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eGeorge E. Pawlas (Author), Peter F. Oliva (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780470087589, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 31 August 2007\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e576 pages\u003cbr\u003e23.6 x 19.6 x 2.5 cm, 0.794 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eSpecifically designed for the introductory course, this text provides an overview of the field of instructional supervision. Acquaints students with not only the authors’ views on supervision, but with those of other specialists in the field, placing heavy emphasis on practice and the supervisor’s responsibilities as an instructional leader. Continues to stress that the relationship between the supervisor and teacher is built on trust and that the overall goal is to improve student achievement through better instruction.  \u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003ePreface vi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART I \u003c\/b\u003e\u003cb\u003eNATURE OF SUPERVISION \u003c\/b\u003e\u003cb\u003e1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER1 \u003c\/b\u003e\u003cb\u003eROLES OF THE SCHOOL SUPERVISOR \u003c\/b\u003e\u003cb\u003e3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSupervision Defined 3\u003c\/p\u003e \u003cp\u003eHistorical Approaches 4\u003c\/p\u003e \u003cp\u003eVarying Interpretations 10\u003c\/p\u003e \u003cp\u003eProblems That Complicate the Supervisory Role 11\u003c\/p\u003e \u003cp\u003eContinuing Diversity of Conceptions of Supervision 11\u003c\/p\u003e \u003cp\u003eDiffering Conceptions of Effective Teaching 12\u003c\/p\u003e \u003cp\u003eMandates from the State and National Levels 13\u003c\/p\u003e \u003cp\u003eTensions between Teachers and Administrators\/Supervisors 13\u003c\/p\u003e \u003cp\u003eWho Are the Supervisors? 14\u003c\/p\u003e \u003cp\u003eTypes of Supervisors 15\u003c\/p\u003e \u003cp\u003eTasks of Supervision 19\u003c\/p\u003e \u003cp\u003eA Model of Supervision 20\u003c\/p\u003e \u003cp\u003eDomains of Supervision 22\u003c\/p\u003e \u003cp\u003eVarying Roles 23\u003c\/p\u003e \u003cp\u003eFoundations of Supervision 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 \u003c\/b\u003e\u003cb\u003eISSUES IN SUPERVISION \u003c\/b\u003e\u003cb\u003e32\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNumerous Unresolved Issues 32\u003c\/p\u003e \u003cp\u003eIssues in Supervision 35\u003c\/p\u003e \u003cp\u003eISSUE 1: Is Supervision Necessary? 37\u003c\/p\u003e \u003cp\u003eLimitations of Teaching 38\u003c\/p\u003e \u003cp\u003eNeed for the Supervisor 38\u003c\/p\u003e \u003cp\u003eISSUE 2: For Whom Should Supervision Be Provided? 40\u003c\/p\u003e \u003cp\u003eTeacher Experience and Teacher Effectiveness 40\u003c\/p\u003e \u003cp\u003eSubject-Centered Teachers versus Learner-Centered Teachers 41\u003c\/p\u003e \u003cp\u003eTeachers Who Are Ineffective and Know It 42\u003c\/p\u003e \u003cp\u003eTeacher Burnout 42\u003c\/p\u003e \u003cp\u003eSupervision for All Teachers 43\u003c\/p\u003e \u003cp\u003eISSUE 3: Should the Supervisor’s Authority Be Based on Expertise and Interpersonal Relationships or on Conferred Status and Decision-Making Responsibilities? 44\u003c\/p\u003e \u003cp\u003eISSUE 4: Should the Supervisor Be an Administrator? 46\u003c\/p\u003e \u003cp\u003eISSUE 5: Is Supervision Staff Development? 50\u003c\/p\u003e \u003cp\u003eISSUE 6: Is Supervision Curriculum Development? 51\u003c\/p\u003e \u003cp\u003eISSUE 7: Is Supervision Evaluation? 53\u003c\/p\u003e \u003cp\u003eISSUE 8: Should Supervisors Work with Groups of Teachers or with Individual Teachers? 55\u003c\/p\u003e \u003cp\u003eISSUE 9: Should Supervision Be Carried Out by Supervisors Based in the Central Office or in the Individual School? 57\u003c\/p\u003e \u003cp\u003eState Level 57\u003c\/p\u003e \u003cp\u003eIntermediate Level 58\u003c\/p\u003e \u003cp\u003eLocal School Districts 61\u003c\/p\u003e \u003cp\u003eISSUE 10: Should the Supervisor Use a Directive or Nondirective Approach? 65\u003c\/p\u003e \u003cp\u003eISSUE 11: Should School Systems Organize for Supervision by Employing Generalists or Specialists? 68\u003c\/p\u003e \u003cp\u003eCharacteristics of Generalists and Specialists 69\u003c\/p\u003e \u003cp\u003eNeed for Specialists 71\u003c\/p\u003e \u003cp\u003eSome Parallels 72\u003c\/p\u003e \u003cp\u003eISSUE 12: Should There Be National Professional Standards for Teachers? 72\u003c\/p\u003e \u003cp\u003eISSUE 13: What Should Be the Role of Technology in the Supervisory Process? 74\u003c\/p\u003e \u003cp\u003eISSUE 14: Should Multiculturalism Be a Focus of Supervision? 76\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART II \u003c\/b\u003e\u003cb\u003eLEADERSHIP IN INSTRUCTIONAL DEVELOPMENT \u003c\/b\u003e\u003cb\u003e85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS PLAN FOR INSTRUCTION \u003c\/b\u003e\u003cb\u003e87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eModels of Instruction 87\u003c\/p\u003e \u003cp\u003eSimplified Model 89\u003c\/p\u003e \u003cp\u003eClassroom Planning: A Six-Point Program 89\u003c\/p\u003e \u003cp\u003eFollowing a Systematic Approach to Instructional Design 90\u003c\/p\u003e \u003cp\u003eFollowing a Model of Instruction 92\u003c\/p\u003e \u003cp\u003eWriting Instructional Goals and Objectives 93\u003c\/p\u003e \u003cp\u003eApplying Taxonomies of Instructional Objectives 99\u003c\/p\u003e \u003cp\u003eDescribing and Analyzing Learning Tasks 105\u003c\/p\u003e \u003cp\u003eMultiple Intelligences 113\u003c\/p\u003e \u003cp\u003eOrganizing Instructional Plans 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS PRESENT INSTRUCTION \u003c\/b\u003e\u003cb\u003e125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Effective Teaching? 125\u003c\/p\u003e \u003cp\u003eSteps in Implementation 127\u003c\/p\u003e \u003cp\u003eSelection of Resources 128\u003c\/p\u003e \u003cp\u003eSelection of Strategies 130\u003c\/p\u003e \u003cp\u003eLesson Presentation 137\u003c\/p\u003e \u003cp\u003eBeginning the Lesson 138\u003c\/p\u003e \u003cp\u003eMoving through the Middle of the Lesson—Teaching to the Objectives (T2O) 142\u003c\/p\u003e \u003cp\u003eClosing the Lesson 154\u003c\/p\u003e \u003cp\u003eA Checklist 156\u003c\/p\u003e \u003cp\u003eA Checklist for Lesson Presentation 156\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS WITH CLASSROOM MANAGEMENT \u003c\/b\u003e\u003cb\u003e164\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDiscipline: A Serious Problem 164\u003c\/p\u003e \u003cp\u003eCauses of Behavior Problems 167\u003c\/p\u003e \u003cp\u003eCauses Originating with the Child 169\u003c\/p\u003e \u003cp\u003eCauses Originating with the Child’s Group 171\u003c\/p\u003e \u003cp\u003eCauses Originating with the Teacher 172\u003c\/p\u003e \u003cp\u003eCauses Originating with the School 174\u003c\/p\u003e \u003cp\u003eCauses Originating with the Home and Community 177\u003c\/p\u003e \u003cp\u003eCauses Originating in the Larger Social Order 178\u003c\/p\u003e \u003cp\u003ePreventing Behavior Problems 179\u003c\/p\u003e \u003cp\u003eAnalyze Attitudes 179\u003c\/p\u003e \u003cp\u003eAnalyze Teaching Styles and Students’ Learning Styles 180\u003c\/p\u003e \u003cp\u003eAnalyze the Classroom Environment 182\u003c\/p\u003e \u003cp\u003eAnalyze the Curriculum Continuously 182\u003c\/p\u003e \u003cp\u003eAnalyze the Methods of Instruction Employed 182\u003c\/p\u003e \u003cp\u003eGather as Much Information as Possible about Individual Learners 183\u003c\/p\u003e \u003cp\u003eAnalyze the Disciplinary Models Used 184\u003c\/p\u003e \u003cp\u003eSet and Enforce Minimum Expectations of Behavior 186\u003c\/p\u003e \u003cp\u003eCorrecting Behavior Problems 187\u003c\/p\u003e \u003cp\u003eTen Reasonable Punishments 192\u003c\/p\u003e \u003cp\u003eCorporal Punishment 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS EVALUATE INSTRUCTION \u003c\/b\u003e\u003cb\u003e208\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEvaluation: An Essential Phase 208\u003c\/p\u003e \u003cp\u003ePreassessment 209\u003c\/p\u003e \u003cp\u003eContinuing Assessment 210\u003c\/p\u003e \u003cp\u003eNorm-Referenced and Criterion-Referenced Measurement 212\u003c\/p\u003e \u003cp\u003eNorm-Referenced Measurement 213\u003c\/p\u003e \u003cp\u003eCriterion-Referenced Measurement 215\u003c\/p\u003e \u003cp\u003eRelation of Evaluation to Objectives 216\u003c\/p\u003e \u003cp\u003eFormative and Summative Evaluation 218\u003c\/p\u003e \u003cp\u003eTesting 219\u003c\/p\u003e \u003cp\u003eState Assessments 222\u003c\/p\u003e \u003cp\u003eNational Assessments 222\u003c\/p\u003e \u003cp\u003eTeacher-Made Tests 223\u003c\/p\u003e \u003cp\u003eEvaluating Affective Objectives 239\u003c\/p\u003e \u003cp\u003eOther Evaluation Techniques 240\u003c\/p\u003e \u003cp\u003eObservation of Class Participation 240\u003c\/p\u003e \u003cp\u003eOral Reports 240\u003c\/p\u003e \u003cp\u003eWritten Assignments 242\u003c\/p\u003e \u003cp\u003ePortfolio Assessment 242\u003c\/p\u003e \u003cp\u003eCreative Assignments 243\u003c\/p\u003e \u003cp\u003eGroup Work 243\u003c\/p\u003e \u003cp\u003eSelf-Evaluation and Joint Evaluation 243\u003c\/p\u003e \u003cp\u003eMarking Student Achievement 246\u003c\/p\u003e \u003cp\u003eReporting Student Achievement 249\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART III \u003c\/b\u003e\u003cb\u003eLEADERSHIP IN CURRICULUM DEVELOPMENT \u003c\/b\u003e\u003cb\u003e259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS PLAN AND IMPLEMENT CURRICULA \u003c\/b\u003e\u003cb\u003e261\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Model for Curriculum Development 261\u003c\/p\u003e \u003cp\u003eThe Supervisor in Curriculum Development 265\u003c\/p\u003e \u003cp\u003eApproaches to Curriculum Development 266\u003c\/p\u003e \u003cp\u003ePlanning 266\u003c\/p\u003e \u003cp\u003eThe Comprehensive Approach 266\u003c\/p\u003e \u003cp\u003eThe Problem-Centered Approach 278\u003c\/p\u003e \u003cp\u003eDesign of the Plan 280\u003c\/p\u003e \u003cp\u003eInvolvement of Others 281\u003c\/p\u003e \u003cp\u003eContinuing Problems of Curriculum Development 281\u003c\/p\u003e \u003cp\u003eScope of the Curriculum 282\u003c\/p\u003e \u003cp\u003eSequence of the Curriculum 286\u003c\/p\u003e \u003cp\u003eBalance in the Curriculum 288\u003c\/p\u003e \u003cp\u003eOrganization of the Curriculum 290\u003c\/p\u003e \u003cp\u003eCurricular Reform 291\u003c\/p\u003e \u003cp\u003eControversial Problems 291\u003c\/p\u003e \u003cp\u003eImplementation and Evaluation 292\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS EVALUATE CURRICULA \u003c\/b\u003e\u003cb\u003e298\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCurriculum Evaluation: Essential and Difficult 298\u003c\/p\u003e \u003cp\u003eThe Supervisor’s Role in Evaluation 301\u003c\/p\u003e \u003cp\u003eResearch Orientation 302\u003c\/p\u003e \u003cp\u003eBasic Research Concepts 303\u003c\/p\u003e \u003cp\u003eTypes of Research 307\u003c\/p\u003e \u003cp\u003eTeacher Participation in Research 308\u003c\/p\u003e \u003cp\u003eTypes of Evaluation 309\u003c\/p\u003e \u003cp\u003eEvaluation Models 309\u003c\/p\u003e \u003cp\u003eConducting a Curriculum Needs Assessment 312\u003c\/p\u003e \u003cp\u003eThe Delphi Technique 315 \u003c\/p\u003e \u003cp\u003eEvaluative Criteria 316\u003c\/p\u003e \u003cp\u003eCurriculum Mapping 318\u003c\/p\u003e \u003cp\u003eEvaluation of Materials and Studies 318\u003c\/p\u003e \u003cp\u003eState Assessment Programs 321\u003c\/p\u003e \u003cp\u003eLocal Assessment Programs 322\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART IV \u003c\/b\u003e\u003cb\u003eLEADERSHIP IN STAFF\u003c\/b\u003e\u003cb\u003eDEVELOPMENT \u003c\/b\u003e\u003cb\u003e329\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS THROUGH IN-SERVICE PROGRAMS \u003c\/b\u003e\u003cb\u003e331\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSupervision and Staff Development 331\u003c\/p\u003e \u003cp\u003ePurposes of Staff Development 332\u003c\/p\u003e \u003cp\u003eThe Supervisor’s Role in In-Service Education 334\u003c\/p\u003e \u003cp\u003eAssumptions about In-Service Education 338\u003c\/p\u003e \u003cp\u003eCharacteristics of Effective In-Service Programs 340\u003c\/p\u003e \u003cp\u003eA Model for In-Service Education 341\u003c\/p\u003e \u003cp\u003ePlanning 341\u003c\/p\u003e \u003cp\u003eImplementation 345\u003c\/p\u003e \u003cp\u003eEvaluation 351\u003c\/p\u003e \u003cp\u003ePost-Training Application and Evaluation 351\u003c\/p\u003e \u003cp\u003eControl of In-Service Education 356\u003c\/p\u003e \u003cp\u003eTeacher Education Centers 356\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS ON A ONE-TO-ONE BASIS \u003c\/b\u003e\u003cb\u003e365\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFormative Evaluation 365\u003c\/p\u003e \u003cp\u003eClinical Supervision 366\u003c\/p\u003e \u003cp\u003eThe Supervisor’s Role in Clinical Supervision 368\u003c\/p\u003e \u003cp\u003eModels of Clinical Supervision 370\u003c\/p\u003e \u003cp\u003ePreobservation Conference 373\u003c\/p\u003e \u003cp\u003eObservation 375\u003c\/p\u003e \u003cp\u003ePostobservation Conference 382\u003c\/p\u003e \u003cp\u003eProblems in Clinical Supervision 384\u003c\/p\u003e \u003cp\u003eWho Will Do the Supervising? 384\u003c\/p\u003e \u003cp\u003eCollegiality in Supervision 385\u003c\/p\u003e \u003cp\u003eDo We Have the Necessary Resources? 388\u003c\/p\u003e \u003cp\u003eFor Whom Should Clinical Supervision Be Provided? 388\u003c\/p\u003e \u003cp\u003eAre There Models Other Than the Clinical? 389\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS WORK TOGETHER \u003c\/b\u003e\u003cb\u003e399\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLiving in Groups 399\u003c\/p\u003e \u003cp\u003eThe Supervisor as Group Leader 403\u003c\/p\u003e \u003cp\u003eDefinition of Leadership 403\u003c\/p\u003e \u003cp\u003eTraits of Leaders 404\u003c\/p\u003e \u003cp\u003eStyles of Leadership 406\u003c\/p\u003e \u003cp\u003eDecision Making 407\u003c\/p\u003e \u003cp\u003eEffecting Change 409\u003c\/p\u003e \u003cp\u003eOrganizational Development 412\u003c\/p\u003e \u003cp\u003eCommunication 419\u003c\/p\u003e \u003cp\u003eGroup Process 423\u003c\/p\u003e \u003cp\u003eGroup Process versus Group Counseling 426\u003c\/p\u003e \u003cp\u003eTraining in Group Interaction 428\u003c\/p\u003e \u003cp\u003ePractice in Interaction Skills 430\u003c\/p\u003e \u003cp\u003eRecord of Behavior of Individuals in Groups 430\u003c\/p\u003e \u003cp\u003eProvision of Group Therapy-Type Sessions 430\u003c\/p\u003e \u003cp\u003eNational Staff Development Council 433\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 \u003c\/b\u003e\u003cb\u003eHELPING TEACHERS EVALUATE THEIR OWN PERFORMANCE \u003c\/b\u003e\u003cb\u003e441\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThree Faces of Evaluation of Teacher Performance 441\u003c\/p\u003e \u003cp\u003eCompetencies to Be Evaluated 449\u003c\/p\u003e \u003cp\u003eEvaluation of Instructional Skills 451\u003c\/p\u003e \u003cp\u003eEvaluation of Personal and Professional Attributes 462\u003c\/p\u003e \u003cp\u003eUsing Evaluation Instruments 463\u003c\/p\u003e \u003cp\u003eStudent Evaluations 471\u003c\/p\u003e \u003cp\u003eParent Evaluations 473\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART V \u003c\/b\u003e\u003cb\u003eTHE SUMMATIVE DIMENSION OF TEACHER EVALUATION \u003c\/b\u003e\u003cb\u003e479\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 13 \u003c\/b\u003e\u003cb\u003eSUMMATIVE ASSESSMENT OF TEACHER PERFORMANCE \u003c\/b\u003e\u003cb\u003e481\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSummative Evaluation 481\u003c\/p\u003e \u003cp\u003eWho Should Be Evaluated? 483\u003c\/p\u003e \u003cp\u003eWho Should Evaluate Teachers? 484\u003c\/p\u003e \u003cp\u003eWhat Should Be Evaluated? 486\u003c\/p\u003e \u003cp\u003eHow Should the Evaluations Be Done? 489\u003c\/p\u003e \u003cp\u003eHow Should the Data Be Used? 502\u003c\/p\u003e \u003cp\u003eProblems in Summative Evaluation 507\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART VI \u003c\/b\u003e\u003cb\u003eINSTRUCTIONAL SUPERVISION: EVALUATION AND CHANGE \u003c\/b\u003e\u003cb\u003e515\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 14 \u003c\/b\u003e\u003cb\u003eIMPROVING INSTRUCTIONAL SUPERVISION \u003c\/b\u003e\u003cb\u003e517\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRole of the Supervisor: A Reprise 517\u003c\/p\u003e \u003cp\u003eEvaluation of the Supervisor 519\u003c\/p\u003e \u003cp\u003eEvaluation by Superordinates 519\u003c\/p\u003e \u003cp\u003eSelf-Evaluation 520\u003c\/p\u003e \u003cp\u003eEvaluation by Teachers 523\u003c\/p\u003e \u003cp\u003eEvaluation of the Supervisory Program 524\u003c\/p\u003e \u003cp\u003eEvaluation by Objectives 525\u003c\/p\u003e \u003cp\u003eEvaluative Questioning 525\u003c\/p\u003e \u003cp\u003eFuture Directions in Supervision 526\u003c\/p\u003e \u003cp\u003eDomains of Supervision 526\u003c\/p\u003e \u003cp\u003eClarification of Approaches, Functions, and Roles 527\u003c\/p\u003e \u003cp\u003eBalanced Supervision 528\u003c\/p\u003e \u003cp\u003eTeacher Empowerment 529\u003c\/p\u003e \u003cp\u003eSchool-Based Supervision 530\u003c\/p\u003e \u003cp\u003ePeers, Coaches, and Mentors 531\u003c\/p\u003e \u003cp\u003eTeacher Incentives, Career Ladder, and Merit Pay 532\u003c\/p\u003e \u003cp\u003eEmphasis on Observable Teaching\u003c\/p\u003e \u003cp\u003eCompetencies 534\u003c\/p\u003e \u003cp\u003eClinical Supervision 535\u003c\/p\u003e \u003cp\u003eGoal-Oriented Supervision 535\u003c\/p\u003e \u003cp\u003eSupervisory Teams 535\u003c\/p\u003e \u003cp\u003eIncreased Use of Technology 536\u003c\/p\u003e \u003cp\u003eNeeded Research 536\u003c\/p\u003e \u003cp\u003eProfessional Education 537\u003c\/p\u003e \u003cp\u003eCredits 545\u003c\/p\u003e \u003cp\u003eName Index 551\u003c\/p\u003e \u003cp\u003eSubject Index 555\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52257033683224,"sku":"9780470087589","price":74.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780470087589.jpg?v=1781275919","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/supervision-for-todays-schools-hardback-9780470087589","provider":"Freshly Printed Books","version":"1.0","type":"link"}