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Supervision as Proactive Leadership

Fourth Edition

John C. Daresh

Today’s effective school leaders look at their responsibilities holistically, not as a series of tasks and responses to emergencies. The latest edition of this well-established text stresses the development of the skills, knowledge, and attitudes essential for inspired, proactive leadership that increases the quality of educational programs. It provides future administrators and supervisors with insights on exercising power and authority, dealing with conflict, and working with groups, as well as valuable advice on motivation, communication, and managing change.

While maintaining its original focus on applying foundational theories and models to supervisory activities in schools, the fourth edition adds a chapter on accountability and discusses the impact of the No Child Left Behind legislation. The author’s belief that leaders have a responsibility to increase the opportunities for followers to influence organizational goals and outcomes is reflected in a new discussion of distributive leadership. In addition to useful case studies and engaging activities, an end-of-chapter section has been added to encourage readers to apply concepts to real-world issues and practices.

$37.95 list, 399 pages

10-digit ISBN: 1-57766-468-X

13-digit ISBN: 978-1-57766-468-0

© 2007

Table of Contents

Part I. EDUCATIONAL SUPERVISION: Tradition and Context

1. In Search of a Definition

Supervision as Inspection / Supervision as Science / Emphasis on Human Relations / Human Resources Supervision / Emerging Perspectives / Client-Based Supervision and Total Quality Management / So, What Is Supervision? / Summary

2. Personal Assumptions Guiding Supervisory Practice

Beliefs, Attitudes, and Values / Individual Action Planning / Developing a Vision for the School / Summary

Part II. THEORY INTO PRACTICE

3. The Role of Theory in Improving Supervisory Practice

Background of Theory in Educational Leadership / Definition of Theory / Functions of Theory / Steps in Theory Development / Characteristics of "Good" Theory / Restrictions on the Use of Theory / Distinctions between Formal Theory and Personal Philosophy / Summary

4. Analyzing the Structure of Schools

Hage's Axiomatic Theory of Organizations / Getzels's Social Systems / Morgan's Organizational Metaphors / Bolman and Deal's Organizational Frameworks / Miles's Organizational Health / Organizational Climate / Summary

5. Leadership

Alternative Definitions / Historical Development of Leadership / Normative Perspectives of Leadership / Emerging Leadership Perspectives / General Comments about Leadership / Summary

Part III. THE REALITIES OF SUPERVISION: Motivation, Communication, Change, Power, and Conflict

6. Motivation

Definition of Motivation / Need Satisfaction Theories of Motivation / Equity Theories of Motivation / Reinforcement Theories of Motivation / Expectancy Theories of Motivation / Individual Professional Philosophy and Approaches to Motivation / Summary

7. Communication

Definition of Communication / Types of Communication / Forms of Communication / Potential Barriers to Communication / Skills to Improve Communication / Summary

8. Addressing Accountability

Terms of the No Child Left Behind Act / Limitations of NCLB / Realities Facing Supervisors and Other Leaders / Summary

9. Managing Change

Alternative Conceptual Models of Change / Characteristics of Change / Barriers to Organizational Change / Understanding the Phases of Change / Overcoming the Barriers / The Leader's Role in Managing Change / Summary

10. Exercising Power and Authority

Alternative Definitions / Characteristics of Power / Characteristics of Authority / Why Do We Shy Away from the Words? / Implications for Educational Leaders / Summary

11. Dealing with Conflict

What Is Conflict? / Sources and Types of Conflict / Conflict-Handling Styles / Dealing with the Inevitable / Summary

Part IV. WORKING WITH PEOPLE: Process, Program, and Evaluation

12. Working with Groups

Definition of a Group / Basic Considerations of Groups / Group Effectiveness / Team Building / Applications to Educational Leadership / Summary

13. The World of Teachers

Who Are Teachers? / Why Do People Become Teachers? / What Do Teachers Do? / What Do Teachers Expect of Leaders? / So What Can Leaders Do? / How Can Leaders Attract and Support Good Teachers? / Summary

14. Curriculum Leadership

Alternative Definitions of Curriculum / Making the Curriculum Happen in Schools / The Role of the Educational Leader / Summary

15. Evaluation

Types of Evaluation / Objectives of Evaluation / Current Problems and Issues in Evaluation / A Last Word on Evaluation / Summary

Part V. MODELS FOR SUPERVISION: Now and the Future

16. Clinical Supervision and Other Models

Underlying Assumptions of Alternative Supervisory Models / Developing an Appropriate Climate / Stages of the Clinical Supervision Model / Limits of Clinical Supervision / Developmental Supervision / Differentiated Supervision / Summary

17. Leadership for Professional Development

Finding a Definition / Research Related to Inservice and Staff Development / Important Missing Ingredients / Promising Practices / Summary

18. Future Trends in Proactive Leadership

Continuing Demands for Accountability / Greater Responsiveness to Diversity / Continued Political Activity / Press toward Minimalism / Transformation to Learning Communities / Increased Attacks on Public Education / Summary