You became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise.
Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas Mathematics, Science, English/Language Arts, and Social Studies, this book also provides supervision tools for other content areas (foreign languages, fine arts, physical education, etc.).
Also included are tools and strategies to help you
- supervise teachers who use instructional strategies such as differentiated instruction, Socratic Seminars, cooperative learning, and inquiry.
- apply local and national standards to frame your instructional program.
- ensure accountability of teachers who use multiple intelligences, brain-based learning, and other innovations.
- understand the learning needs of students across grades PreK-12.
Table of Contents
1 The Context of Teaching, Learning, and Instructional Supervision
Why Supervision Across the Content Areas
Accountability and Standards
The Context of Teaching and Learning
Framing Supervision in a Context
2 Instructional Supervision
Informal and Formal Supervision
Differentiated and Developmental Supervision
Pulling Together Differentiated Supervisory Practices
3 Supervising the Curriculum
Real Curriculum, Written Curriculum, and Tested Curriculum
Auditing Curriculum and Instruction
4 Linkages Among Curriculum, Learning, and Instruction
Linkages to Learning
Differentiated Assessment (Portfolios, Demonstrations, Projects)
5 Brain Research, Multiple Intelligences, and Learning Styles
What Is Differentiated Instruction?
The Human Brain: Cultivating the Potential for Learning
Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction
Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles
6 Students as Learners
Theories of Psychological, Social, and Emotional Development
Elementary School Learners
Learners in Middle Schools
High School Learners
Stages of Development: Connections to the Supervision of Teachers
7 Supervision in the Mathematics Classroom
Standards for Mathematics Instruction
Mathematics Content Across the PreK–12 Continuum
Mathematics and Human Development Theory—Implications for Instruction
Instructional Strategies for Mathematics Learning
The Supervisor in the Mathematics Classroom
8 Supervision in the English/Language Arts Classroom
Standards for English/Language Arts Instruction
English/Language Arts Curriculum
Human Development Theory and Implications for English/Language Arts Instruction
Instructional Strategies for English/Language Arts Classroom
The Supervisor in the English/Language Arts Classroom
9 Supervision in the Social Studies Classroom
Standards for Social Studies Instruction
Social Studies Curriculum Across the PreK–12 Continuum
Human Development Theory and Implications for Social Studies Instruction
Instructional Strategies for the Social Studies Classroom
The Supervisor in the Social Studies Classroom
10 Supervision in the Science Classroom
The National Science Education Standards
The Science Teaching Standards
The Assessment Standards
The Content Standards
Science Curriculum Across the PreK–12 Continuum
Human Development Theory and Implications for Science Instruction 184
Instructional Strategies for the Science Classroom
The Supervisor in the Science Classroom
11 Ready, Set, Go
Sally J. Zepeda is a Professor of Educational Administration and Policy at the University of Georgia, where she teaches courses in instructional supervision, professional development, teacher evaluation, and school improvement.