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Leading and Supervising Instruction

By: John C. Daresh

Cultivate instructional leadership centered on student learning!

In today's educational environment of accountability, student needs and other characteristics of effective schooling can take a back seat. The author demonstrates how school leaders can achieve strong instructional leadership while placing student learning in the foreground. This invaluable text provides the coaching principals need to:

Attain student-centered practice while supporting those staff responsible for achieving a school's goal and vision
Bring out the best in teachers by coaching them to achieve their teaching goals
Rethink personal definitions of teaching, learning, and supervision
Develop an openness and greater understanding of different instructional styles

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Product Details

Grade Level: PreK-12
ISBN: 9781412909822
Published By: Corwin
Year: 2006
Page Count: 160
Publication date: May 12, 2006

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Description

Cultivate instructional leadership centered on student learning!

In an era in which standardized test scores and federal legislation are benchmarks for school success, other characteristics of effective schooling and learning can take a back seat. As John Daresh argues in this timely text, however, school principals can achieve these imperatives while simultaneously centralizing student learning.

Each chapter opens with a real-world scenario designed to coach principals on how to become instructional leaders who reach school goals while placing student needs in the foreground. Daresh also provides "next steps" to help principals understand what effective supervision and learning look like in action, while recognizing different and equally effective styles of instruction among a diverse teaching staff.

By demonstrating how school leaders can enhance their instructional, supervisory, evaluation, and coaching skills, this text reveals how principals can

Attain student-centered practice while supporting those staff members responsible for achieving a school's goal and vision
Bring out the best in teachers by coaching them to achieve their teaching goals
Rethink personal definitions of teaching, learning, and supervision
Develop an openness and greater understanding of different instructional styles

This text serves as an insightful and practical addition to existing supervision and instructional leadership literature by emphasizing the link between leadership and student-centered learning.

Key features

Instructional leadership that puts students at the center
New and practical angle on supervision in the context of NCLB
Great "real-life" and scenario-driven supplementary text for courses in Educational Supervision and Instructional Leadership

Author(s)

John C. Daresh

John C. Daresh is professor of educational leadership at the University of Texas at El Paso. Over the years, he has held faculty or administrative appointments at the University of Cincinnati, The Ohio State University, the University of Northern Colorado, and Illinois State University. He has also worked as a consultant on high school reform and administrator professional development for universities, state departments of education, national and state professional associations, and individual schools and districts across the United States, and also in Barbados, Canada, France, Holland, Israel, Turkey, South Africa, and Taiwan. By far, the bulk of Daresh’s international service has been in the United Kingdom where he served an advisor and trainer for the School Management Task Force that developed and promoted support programs for beginning headteachers, the National College for School Leadership, the Welsh Office of Education, the North West Network for Diploma Development in Cheshire, Manchester Metropolitan University, the University of Lincoln, the University of Hull, CREATE Consultancies, and literally dozens of Local Education Authorities and individual schools across England and Wales.

Daresh recently completed three years of service as the lead consultant on principal mentoring programs for the Chicago Public Schools as that megadistrict was faced with the challenge of bringing in mostly inexperienced principals to serve in nearly of the school system’s elementary and high schools.

Table of Contents

Preface

About the Author

Acknowledgments

1. Introduction: Introducing a New View of Supervision

Part I: Views About the Job

2. Understanding Approaches to Supervision

3. Defining Leadership

4. Deciphering What it Means to “Be in Charge”

5. Dealing With Conflict Effectively

Part II: Views About the People Who Make Up a School

6. Re-visiting Who Teachers Are and What They Do