Many of the templates and tools in this book are also available as free eResource downloads from our website www. Download Improving Instruction Through Supervision Evaluation And Professional Development books , This new book recognizes the reality that all principals are responsible for supervision, evaluation, and professional development of their teachers—tasks that are neither simple nor without conflict.
The primary audience of this text is aspiring and practicing principals. We hope to help them understand both the theory and practice of supervision, evaluation, and professional development. Observing instruction, collection data for reflection, and having conversations about teaching however, are not sole provinces of principals.
Master teachers, teacher leaders, and teacher colleagues can also benefit from the Supervisory sections of the book, especially the chapters on high-quality instruction, improving instruction, and the classroom data collecting tools. Download Classroom Management books , A practical guide to what can be accomplished utilizing the technical aspects of Classroom Management, this invaluable resource will not only help educators learn how to build positive classroom communities, but also outline methods for involving students in the creation of their learning environment.
The Sixth Edition has been updated to include a new chapter on communication skills for teaching, incorporated classroom case studies in each chapter, and includes updates using the latest management research in several chapters. Download Schools As Professional Learning Communities books , Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!
Download Tep Vol 29 N2 books , Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting.
The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue.
Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Search for:. Author : George E. Author : Michael A. Author : Peter F. Author : Carl D.
Author : Rose M. Author : George W. Author : Shelley B. The melting-pot assumption is being replaced by one that recognizes and values differences. Yes, but they were a small percentage of the workforce and were, for the most part, ignored by large organizations. Moreover, it was assumed that these minorities would seek to blend in and assimilate.
For instance, the bulk of the pres U. Now such employees are the true minority! As a class discussion, have the group discuss ways in which they have been discriminated against in the past. What effects did this have on them? What are the solutions to this? Remember, the point is to give examples and discuss, not to try and solve or justify any type of discrimination.
Form student groups and assign them the task of interviewing people within the HR departments of their organization. Have them ask how organizations manage diversity through recruiting and selection. Have them report their findings back to the class. They can then either present their findings to the class, or turn it in as a paper.
The focus should not be about discrimination or lawsuits against the company, but rather on how a diverse organization is more creative and can generate quality solutions to problems.
Click on the above link to see what types of training sessions they offer. Do you think these types of training would work in your organization?
If not, why? Are there other topics that should be addressed? Write a two-page paper on this, and report your findings to the class. To whom does diversity matter? Bottom line, why does Thiederman say diversity counts? What are some of the programs that Pfizer has implemented to address diversity? How Do My Ethics Rate? Overview Ethics has become a greater topic of discussion since the s.
Whether we have a more ethical business climate and businesses is another issue. Whatever the case, people within organizations and those who sit in judgment on organizations in our society are concerned with the moral and ethical state of the union.
This makes sense when we open a newspaper or see on the nightly news that Ford and Firestone knew about the problems with the design of the Explorer and with the Firestone tires years prior to Copyright c Pearson Education, Inc. The reason given by both was that the federal laws did not require international problems of this sort to be reported. It was in Europe that there had been complaints about the Explorer and its tires, and yet the management of both firms decided to keep mum.
What does this say about the ethics of our society? One company is American and the other Japanese. What does it say about both companies? They fell out with each other when the problems came to light accusing each other of the problems, rather than cooperating to solve them. The Ford-Firestone case is just one in a long line of ethical and socially irresponsible actions of companies. But it does raise the issue.
What is ethics and how do our companies define the term? And do we really care? Teaching Notes There have been many cases of ethical problems in companies. Then each group can act out the internal decision making for the company playing each of the parts of the decision makers. Then the class can discuss why good men and women can make bad decisions. Divide the class in any number of ways that groups differ gender, age, work experience , and have them watch a video case on ethics.
These are available in most media centers. Use that as a starting point to discuss specific ethical issues. Compare and contrast the results. Make sure you set aside enough time for all students to participate. Have a class discussion on what they think ethics means in the 21st century. They will have a better perspective on how things used to be. Also, bring in the current examples of ethical failings, and compare them to previous events. Please browse around the site and be prepared to discuss the concepts and realities of ethical thinking and behavior in class.
Please browse around the site. Then write a three- to four-page analysis comparing the European approach to ethics with the American approach. Commitment was clearly an all-encompassing reality in the days before portable pensions and the acceptance of moving from job to job. They were and are much more formal than the subsequent generations. A veteran wants respect, and with it will be a loyal, hardworking employee. He will also wear a suit and tie with comfort.
The boomers also stayed with organizations, but were born into very changing times — The world had been at war, and was on the brink of an unpopular war Vietnam and a civil rights struggle of wide proportion. Bill Clinton and Bill Gates are both boomers. Boomers are usually team oriented, customer oriented, love working long hours, love meetings, and collective decision making.
They live to work as opposed to members of Generation X who work to live. Identifiable generational traits will in many ways shape your commitment to organizations.
You might want to discuss with the students how they feel about commitment to an organization in an age when job-hopping is quite acceptable, and even desirable. Companies were like revolving doors as knowledge, not seniority, became power. You can ask students what their career plans are, and if they would feel comfortable changing Copyright c Pearson Education, Inc.
The instrument relates back to other instruments that asked what type of structure are you most comfortable with and other issues of choosing stability or change. Then ask them if they have ideas on where they would like to work.
This gives the supervisor a broad perspective and contributes to creative problem solving. On a more practical level, strong conceptual abilities help managers make good decisions. Supervisors engage in poli tics when they attempt to influence the advantages and disadvantages of a situation. It goes beyond normal work activities.
Whenever two or more people come together for some purpose, each has some idea of what should occur. There's a fine line between appropriate political behavior and negative polities. We come back to organizational politics in Chapter Interpersonal competence Te aio work wth, uncestan, ommunistewi, and motte oer pole, bo ata in ros. Technical abilities typically have the greatest relevance for first-level managers. This is true for two reasons.
In contrast to other levels of management, the distinction between individual contributor and first-line manager is often blurted. Second, supervisors spend more time on training and developing their employees than do other managers. There is overwhelming evidence that interpersonal abilities are critical at all levels of management. Supervisors are particularly in need of interpersonal competencies because they spend so much of their time in leading-function activities.
This is because of the types of problems managers encounter and the decisions they make at higher levels. Generally speaking, the higher managers rise in an organization, the more the problems they face tend to be complex, ambiguous, and ill defined. These problems require custom-made solutions. In contrast, supervisors generally have more straightforward, familiar, and easily defined problems, which lend themselves to more routine decision making.
Il-structured problems and custom-made solutions make greater conceptual demands on managers than do structured problems and routine decision making. Finally, the higher one climbs in the organization's hierarchy, the more critical political competence becomes. Can you put your knowledge into practice? You should be able to actually superviset You can learn 0 be an effective supervisor!
Also, those who have had the fortune to work for a good supervisor have a role model to imi- tate, However, those without these advantages can improve their supervisory abilities.
In a succeeding chapter, for example, we discuss the importance of planning to a supervisor's success and show how setting goals is a key part of planning. A skill isthe ability co demonstrate a system and sequence of behavior that is functionally related to attaining a performance goal. For exam: ple, the ability to write clear communications isa skill, People who have this skill know the particular sequence of actions to take to propose a project or summarize a report.
They can organize their thoughts in a logical manner. They can simplify complex ideas. None of these aetions is by itself a skill. A skill is a system of behavior that can be applied in a wide range of situations. Which key skills are related to supervisory effectiveness? By now you may be somewhat amazed by what supervisors have to do and the skills they must have to succeed in an organization, but you should consider several other elements.
Specifically, what personal issues should you address? Let's look at these. This means that you support the organization and the wishes of management above you. You must also develop a means of gaining respect from your employees, as well as your peers and boss.
One means of doing this is to keep your skills and competencies up to date, You must continue your education, not only because it helps you, but also because it sets an example for your employees. It communicates that learning matters. You'll also have to understand what legii- mate power you have been given by the organiza- tion because you direct the activities of others. This legitimate power is your authority to act and expect others to follow your directions.
Finally, you'll need to recognize that organizational members are different—not only in their talents, but as individuals. You'll need to be sensitive to their needs, tolerate and even celebrate their differences, and be empathetic to them as individuals. Success, in part, begins with understanding what being flexible mean Throughout this text, we address each of these areas.
For instance, in the next chapter, we introduce you to the diversity of the workforce and what that may mean for you. True or false? The transition from middle manager to top-level manager creates about as much anxiety as going from worker to supervisor.
Which one ofthe fllawing isan interpersonal competency? Specialized knowledge Motivating others a b. Which one ofthe fllowing items does not relate to stimulating individual and group performance? Listening '. Whereas all. Middle man- agers encompass all managers from those who ma aage supervisors up to those in the vice-presidential ranks. A supervisor is a first-level man- ager who oversees the work of operative or nonman- agement employees.
Planning, organizing, leading, and control- ling make up the management process. Planning involves establishing the overall strategy and setting goals. Organizing involves arranging and group- ing jobs, allocating resources, and assigning work so that activities can be accomplished as planned. Leading involves motivating employees, direct- ing the activities of others, communicating prop- erly, and resolving conflict among organizational members.
Identify the elements that are necessary to be success- ful as a supervisor. Several elements are necessary to become a successful supervisor, including under- standing that you're part of the management team, handling legitimate power properly, and recognizing, differences in employees. Cee eek ce LL , What differentiates supervisory positions from all other levels of management? Is the owner-manager of a small store employees an operative employee, a supe top manager?
Contrast time spent on management functions by supervisors versus top management. Explain, Why is conceptual competence more important for top managers than it is for first-level supervisors? IIL B. You probably do, but how often do you communicate them to the instructor?!
This information is impor tant to both of you. As a supervisor, you will need to become accustomed to sharing and receiving informa- tion about your expectations and the expectations of others. You can begin by defining your expectations for this course. First, take out a piece of paper and place your name at the top. Then, respond to the fol- owing questions: A. What do I want from this course? Sharing and Receiving B, Why are these things important to me? How does this course fit into my career plans?
D, What is my greatest challenge in taking this class? Get to know each other using the informa- tion on these sheets as a starting point. Increasingly, students are asked to partici- pate in providing service to the community by mentoring K students, as well as college-level peers.
Bring up the failures as well as the successes. But do share what you've learned through your experiences. If you're not willing to spend extra time, you should probably not embark on a mentoring relationship. Develop a three- to four-page response to the fol- lowing question: Are supervisors in a no-win situ- ation in an organization?
Present both sides of the PRU argument and include supporting data. Conclude your discussion by defending and supporting one of the two arguments you've presented. He was excited about the increased responsibility and money, and he also enjoyed the status and respect that came with the new title.
In preparation he was ordered to attend a two-week supervisor's training program at headquar- ters. As he expected, the training was focused on human resources HR concerns, customer satisfaction issues, and corporate quality production expectations. Several seasoned workers, acquainted with him as a result of his time with the com- pany, expressed interest in the startup department.
Lauren was hited as the departmental administrative assistant and William was hired as the new line foreman. He continued to fill the necessary positions, Within a month the department was ready to get going.
Everyone was excited, attitudes were positive, and he was looking forward to the inaugural production run. Tristan had never held a supervisory position before, yet he knew Lauren and William were both strong employees with great work ethic. He was certain every- one he selected possessed a similar work ethic and was driven to succeed. However, this quickly proved erro- neous, and when it became obvious the hoped-for pro- duction quality was nonexistent, everything became a dismal failure all at once.
The department failed to pro- duce at the expected quality level, and turmoil among the employees was widespread. Need an account? Click here to sign up. Download Free PDF. T6s6z0 Qclzp4. A short summary of this paper. Download Download PDF. Translate PDF. A wanting other cultures to understand our culture B seeing U. Answer: New technology such as the use of automated robotics on the production floor, the use of computer-aided design by engineers, and improving computer skills are changing the supervisor's job.
The technical demands placed on a supervisor force one to become multi- skilled. By linking computers, telephones, fax machines, copiers, printers, and the like, supervisors can get more complete information more quickly than ever before.
With that information, supervisors can better formulate plans, make faster decisions, more clearly define the jobs that workers need to perform, and monitor work activities on an "as-they-happen" basis. Diff: 3 Page Ref: 34 LO: 2. A identifying a different kind of leader to run a virtual business B collaborating with partners to electronically coordinate design and production C the challenge of finding amateur people to build and operate Intranets and Web sites D improving communication with suppliers and customers E developing strategies for running Internet-based companies Answer: C Diff: 1 Page Ref: 35 LO: 2.
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