Supervision That Improves Teaching and Learning: Strategies and Techniques

Secrets to supervising for instructional improvement!

With continual emphasis on student outcomes and state and national standards, supervision of instruction is an indispensable function that inspires good teaching and promotes student learning. More than ever, effective supervision is vital to instructional improvement and this new edition of Supervision That Improves Teaching and Learning pinpoints the strategies and techniques that matter most.

Susan Sullivan and Jeffrey Glanz approach supervision as a process for empowering teachers with "super-vision" to see and reflect upon their teaching in a non-judgmental way for improved instructional delivery. Fully updated and revised, this best-selling book features

• New observation tools centered on diversity and differentiated instruction 
• Pairing tools for the same focus—one to observe the teacher and a second for the students
• New case studies on alternative approaches to supervision such as learning walks, lesson study, and book groups 
• A new chapter on creating transformational change 
• More on technology topics such as blogs, wikis, online and hybrid courses
• Scenarios highlighting English Language Learners and exceptional students
• Summary sheets and observation charts for use in the classroom
• Reflective microlabs to reinforce material and concepts

Featuring 42 qualitative and quantitative observation tools, Supervision That Improves Teaching and Learning encourages hands-on development of essential supervision skills.

"Sullivan and Glanz articulate a philosophy of supervision that puts student learning at the center, and puts the focus on talking about teaching (not teachers) in a deep and pragmatic way."
—Jeremy Kahan, Assistant Principal
Ida Crown Jewish High School Academy, Chicago, IL

"This book will certainly prove to be useful as a guide for instructional leaders in both their on-going professional development as well as their daily practice tomorrow. It is not often that we have a book that is well grounded in the theory of instructional leadership while also being practical in its possible applications."
—Zach Kelehear, Associate Dean for Academic Affairs
College of Education, University of South Carolina