كتب وبحوث في الإشراف التربوي

 

 

دليل المشرف التربوي

الإدارة العامة للإشراف التربوي ـ وزارة المعارف ـ المملكة العربية السعودية 1419 (180 صفحة)

تقديم

الفصل الأول: السياسة التعليمية والإشراف التربوي

الفصل الثاني: نشأة الإشراف التربوي وتطوره

الفصل الثالث: فلسفة الإشراف التربوي

الفصل الرابع: المشرف التربوي

الفصل الخامس: العلاقات الإنسانية في الإشراف التربوي

الفصل السادس: التدريب التربوي في أثناء الخدمة

الفصل السابع: ملاحق ومراجع

الإدارة والإشراف التربوي: اتجاهات حديثة

رداح الخطيب، أحمد الخطيب، وجيه الفرح 1407 ـ 1987 (286صفحة)

الباب الأول: مفاهيم أساسية في الإدارة

الباب الثاني: العلاقة بين المدرسة والمجتمع المحلي وسبل تنظيمها

الباب الثالث: مفاهيم أساسية في الإشراف التربوي

الباب الرابع: تطور عملية الإشراف التربوي

The relationship between Teacher and Supervisor as Perceived by Teachers, Supervisors, and Principals in Secondary schools in Saudi Arabia

العلاقة بين المعلم والمشرف كما يراها المعلمون والمشرفون ومديرو المدارس في المدارس الثانوية بالمملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: سعد حمد العدواني

جامعة أريجون 1981

Evaluation of instructional Supervision of English Programs at the Intermediate and Secondary Schools in Saudi Arabia

تقييم الإشراف التربوي في برامج اللغة الإنجلزية في المدارس المتوسطة والثانوية في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراة: موسى محمد الحبيب

جامعة ويسكونسن ـ ماديسن 1981

The Relationship between the Ideal and the Actual Supervisory Practice as perceived by Supervisors in Saudi Arabia

العلاقة بين الإجراءات (النشاطات) الإشرافية المثالية والواقعية كما يراها المشرفون في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: صالح حمد التويجري

جامعة أريجون 1985

The Role of Supervisors as Educational Leaders in Private Schools in Saudi Arabia

دور المشرفين بوصفهم قادة تربويين في المدارس الخاصة في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: صالحة سالم جيزان

جامعة مينيسوتا 1999

 

 

Supervision as a Proactive Process

John C. Daresh and Marsh A. Playko, 1995

Educational Supervision: Perspectives, Issues, and Controversies

Jefferey Glanz and Richard F. Neville, 1997

Supervisory Leadership: Introduction to Instructional Supervision

Allan A. Glatthorn, 1990

Differentiated Supervision

Allan A. Glatthorn, 1997

Supervision of Instruction: A Developmental Approach

Carl Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon (1998). Boston: Allyn and Bacon.

Contents

 

 

PART I INTRODUCTION   

1. Supervision for Successful Schools          

Supervisory Glue as a Metaphor for Success    

Who Is Responsible for Supervision?   
Organization of This Book   

The Agony of Thought and Feeling   

Exercises         
References      

Suggested Readings   

 

PART II KNOWLEDGE   

2. The Norm: Why Schools Are as They Are                      
The Work Environment or Culture of Schools              
The Legacy of the One-Room Schoolhouse     
Blaming the Victim and Structural Strain           

To Qualify, Summarize, and Propose   

3. The Exception: What Schools Can Be     
Background to School Effectiveness Studies     
Early Effective Schools Research   
More Recent Effective Schools Research         

Should All Schools Apply Effective Schools Research?

The "How" of Effective Schools   
A Cause Beyond Oneself   

What to Do with Successful Schools Research: Some Propositions       

4. Adult and Teacher Development within the Context of the School:

Clues for Supervisory Practice             
Adults as Learners   
Adult and Teacher Development          

Developmental Theories of Motivation  
Development: Ebb and Flow   
Considering Teacher Development within the Context of the School

Influences on Teacher Development     
Propositions    

Exercises         
References                  

Suggested Readings   

 

5. Reflections on Schools, Teaching, and Supervision   
Effective Teaching Research: A Historical Perspective   
Cautions Concerning Effective Teaching Research   
The Coast of Britain   
Effective and Good Schools: The Same?   

Instructional Improvement and Effective Teaching         

Beliefs about Education
Supervision Beliefs   

Supervisory Platform as Related to Educational Philosophy
Checking Your Own Educational Philosophy and Supervisory Beliefs   
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?   
The Authors' Supervisory Platform   

Summary, Conclusions, and Propositions   

Part II Conclusion   

 

PART III INTERPERSONAL SKILLS   

6. Supervisory Behavior Continuum: Know Thyself           
Outcomes of Conference   

Your Own Interpersonal Behavior Approach   

Valid Assessment of Self          

Johari Window   

Cognitive Dissonance   
Summary, Conclusions, and Preview    

 

7. Developmental Supervision: An Introduction    133

Case Study One          
Case Study Two          
Case Study Three        
Case Study Four         

Developmental Supervision      
Summary and a Look Ahead   

8. Directive Control Behaviors
Directive Control Behaviors with Individuals
Directive Control Behaviors with Groups   

A History of Overreliance on Control   

Issues in Directive Control   

When to Use Directive Control Behaviors
Moving from Directive Control toward Directive

Informational Behaviors   

Summary         

9. Directive Informational Behaviors
Directive Informational Behaviors with Individuals
Directive Informational Behaviors with Groups  

Issues in the Directive Informational Approach   

When to Use Directive Informational Behaviors
Moving from Directive Informational toward

Collaborative Behaviors           

10. Collaborative Behaviors   

Collaborative Behaviors with Individuals   

Collaborative Behaviors with Groups   
Issues in Collaborative Supervision       
When to Use Collaborative Behaviors  

Moving from Collaborative toward Nondirective Behaviors
Collaboration and Cooperation   

Summary         
11. Nondirective Behaviors
Nondirective Behaviors with Individuals
Nondirective Behaviors with Groups   
Nondirective, Not Laissez Faire, Supervision   

Issues with Nondirective Supervision    
When to Use Nondirective Behaviors   

Nondirective Supervision, Teacher Collaboration         

Summary
12.  Developmental Supervision: Theory and Practice       
Rationale for Developmental Supervision
Applying Developmental Supervision   

Not Algorithms, But Guideposts for Decisions  

Summary

Part III Conclusion   

PART IV TECHNICAL SKILLS   

13. Assessing and Planning Skills   

Personal Plans 
Assessing Time

Changing Time Allocations: Planning   
Assessing and Planning within the Organization
Ways of Assessing Needs   
Analyzing Organizational Needs   
Planning   
Models Combining Assessment and Planning

Planning: To What Extent?   

Summary         
14. Observing Skills  

Formative Observation Instruments Are Not Summative Evaluation

Instruments   

Ways of Describing   

Quantitative Observations   
Quantitative and Qualitative Instruments           
Qualitative Observations   
Tailored Observation Systems   
Types and Purposes of Observation   
Further Cautions When Using Observations                 

Summary
15.  Research and Evaluation Skills   
Alternative Approaches to Research and Evaluation     
Judgments    
Evaluating Specific Instructional Programs   

Key Decisions in the Evaluation Process   

Evidence of Program Outcomes           
Multiple Sources and Methods 

Overall Instructional Program Evaluation   

Other Considerations for Evaluation   

Summary         
Part IV Conclusion   

 

PART V TASKS OF SUPERVISION   

16. Direct Assistance to Teachers   
Clinical Supervision
Peer Coaching   
Other Forms of Direct Assistance        

Establishing Procedures for Direct Assistance   
Differences between Direct Assistance and Formal Evaluation   
School and District Procedures for Direct Assistance and Formal Evaluation     
Linking Self-Evaluation with Direct Assistance   

Developmental Considerations in Direct Assistance   

Summary         
17. Group Development   
Dimensions of an Effective Group         
Group Member Roles   
Changing Group Leadership Style        

Dealing with Dysfunctional Members   

Resolving Conflict   

Preparing for Group Meetings   

Procedures for Large-Group Involvement   

Summary         
18.  Professional Development
Why the Need for Professional Development?   
Characteristics of Successful Professional Development Programs        
Individual Teacher-Based Professional Development
Alternative Professional Development Formats   
Examples of Effective Professional Development Programs   
Stages of Professional Development   

Matching Professional Development to Teacher Characteristics
Cautions on Professional Development Research
The Nuts and Bolts
Teachers as Objects or Agents in Professional Development

Summary         
19.  Curriculum Development
Sources of Curriculum Development    

Teacher-Proof Curriculum   

What Should Be the Purpose of the Curriculum?          
What Should Be the Content of the Curriculum?           

How Should the Curriculum Be Organized?   

In What Format Should the Curriculum Be Written?   
Curriculum Format as Reflective of Choice Given to Teachers  

Relationship of Curriculum Purpose, Content, Organization, and Format   

Levels of Teacher Involvement in Curriculum Development   
Integrating Curriculum Format with Developers and Levels of Development   
Matching Curriculum Development with Teacher Development 
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction   

Summary         
20. Action Research: The School as the Center of Inquiry
Action Research: The Concept   
How Is Action Research Conducted?   
A Developmental Approach to Action Research   
Decisions about Action Research   
Action Research: Vehicle for a Cause beyond Oneself  

Examples of Action Research   
Action Research Leagues   
Shared Governance for Action Research   

Personal Examples of School-Based Action Research Plans

Conclusion: Focus, Structure, and Time for Development

Part V Conclusion   

PART VI FUNCTION OF SUPERVISION   

21. Supervision, Change, and School Success         

Assumptions about Change
Change from the Teacher's View   
Developmental View of Change Strategies   
Creating a Culture for Change   
Changing the Conditions of Teaching   

The Role of Supervision and Supervisor in School Improvement           

What Is School Success?         

22. Super-Vision for Democratic Education:
Returning to Our Core
Systemic Reform around Purpose   
Support for Hard and Unglamorous Work   

Why Systemic Reform as Locally Derived?      

Conclusion      

Appendix A: What Is Your Educational Philosophy?   

Appendix B: Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches   

Appendix C: Assessing School-Based Supervisory Practices for Promoting Instructional Improvement   

 

 

Mentoring and Supervision for Teacher Development

Alan Reiman and Lois Thies-Sprinthall, 1998

Supervision: A Redefinition

Thomas J. Sergiovanni and Robert J. Starratt, 1993

Peer Coaching for Educators

Barbara Little Gottesman and James O. Jennings, 1994

The Clinical Supervision

Cogan, Moris L. (1973). Boston: Houghton Muffin Company

Supervisory Leadership: Focus on Instruction (NEW)

Don M. Beach & Judy Reinhartz. (2000). Boston: Allyn and Bacon.