|aClinical supervision and teacher development :|bpreservice and inservice applications /|cby M. D. Gall and Keith A. Acheson.
|aHoboken, NJ :|bJohn Wiley & Sons,|cc2011.
|axiv, 250 p. :|bill. ;|c24 cm.
|aPrevious edition has main entry under Gall, M.D.
|aIncludes bibliographical references and indexes.
|aMachine generated contents note: Chapter 1: The Nature of Clinical Supervision -- Chapter 2: Using Clinical Supervision to Support the Stages of Teacher Development -- Chapter 3: Using Clinical Supervision to Support Other Methods of Teacher Development -- Chapter 4: Using Clinical Supervision to Promote Effective Teaching -- Chapter 5: Using Clinical Supervision in Teacher Evaluation -- Chapter 6: Problems of Practice in Clinical Supervision -- Chapter 7: Interpersonal Communication in Clinical Supervision -- Chapter 8: The Planning Conference -- Chapter 9: The Feedback Conference -- Chapter 10: Selective Verbatim Transcription -- Chapter 11: Seating Chart Observation Records -- Chapter 12: Wide-Lens Techniques -- Chapter 13: Checklists, Rating Scales, and Timeline Coding -- APPENDIX -- NAME INDEX -- SUBJECT INDEX.
|a"Supervising teachers need a practical, streamlined book that presents the tools to succeed in their careers. Gall offers that resource, providing clear, hands-on steps for supervising teachers and encouraging professional growth. This concise book presents a widely accepted and flexible model of clinical supervision as well as numerous research-based and field-tested strategies. It focuses on new and cutting edge information to reflect the latest research and theory. The concepts and techniques covered will help supervising teachers improve in the classroom."--Provided by publisher.
University supervisors, cooperating teachers, staff development specialists, and school administrators will improve their skills by studying this book’s comprehensive coverage of teacher-centered techniques of clinical supervision. It is an authoritative resource for university courses, workshops, and personal use; and it is equally applicable to the supervision of preservice, novice, and experienced teachers. This new edition has been thoroughly updated to reflect the latest developments in classroom observation, conferencing, effective teaching methods, teachers’ professional growth, and teacher evaluation. Two new chapters discuss problems of practice in clinical supervision and its relationship to other approaches to professional development.