[د.فالح العمره]

كتب وبحوث في الإشراف التربوي




دليل المشرف التربوي
الإدارة العامة للإشراف التربوي ـ وزارة المعارف ـ المملكة العربية السعودية 1419 (180 صفحة)

تقديم

الفصل الأول: السياسة التعليمية والإشراف التربوي

الفصل الثاني: نشأة الإشراف التربوي وتطوره

الفصل الثالث: فلسفة الإشراف التربوي

الفصل الرابع: المشرف التربوي

الفصل الخامس: العلاقات الإنسانية في الإشراف التربوي

الفصل السادس: التدريب التربوي في أثناء الخدمة

الفصل السابع: ملاحق ومراجع

الإدارة والإشراف التربوي: اتجاهات حديثة
رداح الخطيب، أحمد الخطيب، وجيه الفرح 1407 ـ 1987 (286صفحة)

الباب الأول: مفاهيم أساسية في الإدارة

الباب الثاني: العلاقة بين المدرسة والمجتمع المحلي وسبل تنظيمها

الباب الثالث: مفاهيم أساسية في الإشراف التربوي

الباب الرابع: تطور عملية الإشراف التربوي

The relationship between Teacher and Supervisor as Perceived by Teachers, Supervisors, and Principals in Secondary schools in Saudi Arabia

العلاقة بين المعلم والمشرف كما يراها المعلمون والمشرفون ومديرو المدارس في المدارس الثانوية بالمملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: سعد حمد العدواني

جامعة أريجون 1981

Evaluation of instructional Supervision of English Programs at the Intermediate and Secondary Schools in Saudi Arabia

تقييم الإشراف التربوي في برامج اللغة الإنجلزية في المدارس المتوسطة والثانوية في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراة: موسى محمد الحبيب

جامعة ويسكونسن ـ ماديسن 1981

The Relationship between the Ideal and the Actual Supervisory Practice as perceived by Supervisors in Saudi Arabia

العلاقة بين الإجراءات (النشاطات) الإشرافية المثالية والواقعية كما يراها المشرفون في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: صالح حمد التويجري

جامعة أريجون 1985

The Role of Supervisors as Educational Leaders in Private Schools in Saudi Arabia

دور المشرفين بوصفهم قادة تربويين في المدارس الخاصة في المملكة العربية السعودية (باللغة الإنجليزية)

رسالة دكتوراه: صالحة سالم جيزان

جامعة مينيسوتا 1999





Supervision as a Proactive Process
John C. Daresh and Marsh A. Playko, 1995

Educational Supervision: Perspectives, Issues, and Controversies

Jefferey Glanz and Richard F. Neville, 1997

Supervisory Leadership: Introduction to Instructional Supervision
Allan A. Glatthorn, 1990

Differentiated Supervision
Allan A. Glatthorn, 1997

Supervision of Instruction: A Developmental Approach

Carl Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon (1998). Boston: Allyn and Bacon.

Contents




PART I INTRODUCTION
1. Supervision for Successful Schools

Supervisory Glue as a Metaphor for Success

Who Is Responsible for Supervision?
Organization of This Book

The Agony of Thought and Feeling

Exercises
References

Suggested Readings



PART II KNOWLEDGE
2. The Norm: Why Schools Are as They Are
The Work Environment or Culture of Schools
The Legacy of the One-Room Schoolhouse
Blaming the Victim and Structural Strain

To Qualify, Summarize, and Propose

3. The Exception: What Schools Can Be
Background to School Effectiveness Studies
Early Effective Schools Research
More Recent Effective Schools Research

Should All Schools Apply Effective Schools Research?

The "How" of Effective Schools
A Cause Beyond Oneself

What to Do with Successful Schools Research: Some Propositions

4. Adult and Teacher Development within the Context of the School:

Clues for Supervisory Practice
Adults as Learners
Adult and Teacher Development

Developmental Theories of Motivation
Development: Ebb and Flow
Considering Teacher Development within the Context of the School

Influences on Teacher Development
Propositions

Exercises
References

Suggested Readings



5. Reflections on Schools, Teaching, and Supervision
Effective Teaching Research: A Historical Perspective
Cautions Concerning Effective Teaching Research
The Coast of Britain
Effective and Good Schools: The Same?

Instructional Improvement and Effective Teaching

Beliefs about Education
Supervision Beliefs

Supervisory Platform as Related to Educational Philosophy
Checking Your Own Educational Philosophy and Supervisory Beliefs
What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
The Authors' Supervisory Platform

Summary, Conclusions, and Propositions

Part II Conclusion


PART III INTERPERSONAL SKILLS
6. Supervisory Behavior Continuum: Know Thyself
Outcomes of Conference

Your Own Interpersonal Behavior Approach

Valid Assessment of Self

Johari Window

Cognitive Dissonance
Summary, Conclusions, and Preview



7. Developmental Supervision: An Introduction 133

Case Study One
Case Study Two
Case Study Three
Case Study Four

Developmental Supervision
Summary and a Look Ahead

8. Directive Control Behaviors
Directive Control Behaviors with Individuals
Directive Control Behaviors with Groups

A History of Overreliance on Control

Issues in Directive Control

When to Use Directive Control Behaviors
Moving from Directive Control toward Directive

Informational Behaviors

Summary

9. Directive Informational Behaviors
Directive Informational Behaviors with Individuals
Directive Informational Behaviors with Groups

Issues in the Directive Informational Approach

When to Use Directive Informational Behaviors
Moving from Directive Informational toward

Collaborative Behaviors

10. Collaborative Behaviors
Collaborative Behaviors with Individuals

Collaborative Behaviors with Groups
Issues in Collaborative Supervision
When to Use Collaborative Behaviors

Moving from Collaborative toward Nondirective Behaviors
Collaboration and Cooperation

Summary
11. Nondirective Behaviors
Nondirective Behaviors with Individuals
Nondirective Behaviors with Groups
Nondirective, Not Laissez Faire, Supervision

Issues with Nondirective Supervision
When to Use Nondirective Behaviors

Nondirective Supervision, Teacher Collaboration

Summary
12. Developmental Supervision: Theory and Practice
Rationale for Developmental Supervision
Applying Developmental Supervision

Not Algorithms, But Guideposts for Decisions

Summary

Part III Conclusion

PART IV TECHNICAL SKILLS
13. Assessing and Planning Skills

Personal Plans
Assessing Time

Changing Time Allocations: Planning
Assessing and Planning within the Organization
Ways of Assessing Needs
Analyzing Organizational Needs
Planning
Models Combining Assessment and Planning

Planning: To What Extent?

Summary
14. Observing Skills

Formative Observation Instruments Are Not Summative Evaluation

Instruments

Ways of Describing

Quantitative Observations
Quantitative and Qualitative Instruments
Qualitative Observations
Tailored Observation Systems
Types and Purposes of Observation
Further Cautions When Using Observations

Summary
15. Research and Evaluation Skills
Alternative Approaches to Research and Evaluation
Judgments
Evaluating Specific Instructional Programs

Key Decisions in the Evaluation Process

Evidence of Program Outcomes
Multiple Sources and Methods

Overall Instructional Program Evaluation

Other Considerations for Evaluation

Summary
Part IV Conclusion



PART V TASKS OF SUPERVISION
16. Direct Assistance to Teachers
Clinical Supervision
Peer Coaching
Other Forms of Direct Assistance

Establishing Procedures for Direct Assistance
Differences between Direct Assistance and Formal Evaluation
School and District Procedures for Direct Assistance and Formal Evaluation
Linking Self-Evaluation with Direct Assistance

Developmental Considerations in Direct Assistance

Summary
17. Group Development
Dimensions of an Effective Group
Group Member Roles
Changing Group Leadership Style

Dealing with Dysfunctional Members

Resolving Conflict

Preparing for Group Meetings

Procedures for Large-Group Involvement

Summary
18. Professional Development
Why the Need for Professional Development?
Characteristics of Successful Professional Development Programs
Individual Teacher-Based Professional Development
Alternative Professional Development Formats
Examples of Effective Professional Development Programs
Stages of Professional Development

Matching Professional Development to Teacher Characteristics
Cautions on Professional Development Research
The Nuts and Bolts
Teachers as Objects or Agents in Professional Development

Summary
19. Curriculum Development
Sources of Curriculum Development

Teacher-Proof Curriculum

What Should Be the Purpose of the Curriculum?
What Should Be the Content of the Curriculum?

How Should the Curriculum Be Organized?

In What Format Should the Curriculum Be Written?
Curriculum Format as Reflective of Choice Given to Teachers

Relationship of Curriculum Purpose, Content, Organization, and Format

Levels of Teacher Involvement in Curriculum Development
Integrating Curriculum Format with Developers and Levels of Development
Matching Curriculum Development with Teacher Development
Curriculum Development as a Vehicle for Enhancing Collective Thinking about Instruction

Summary
20. Action Research: The School as the Center of Inquiry
Action Research: The Concept
How Is Action Research Conducted?
A Developmental Approach to Action Research
Decisions about Action Research
Action Research: Vehicle for a Cause beyond Oneself

Examples of Action Research
Action Research Leagues
Shared Governance for Action Research

Personal Examples of School-Based Action Research Plans

Conclusion: Focus, Structure, and Time for Development

Part V Conclusion

PART VI FUNCTION OF SUPERVISION
21. Supervision, Change, and School Success

Assumptions about Change
Change from the Teacher's View
Developmental View of Change Strategies
Creating a Culture for Change
Changing the Conditions of Teaching

The Role of Supervision and Supervisor in School Improvement

What Is School Success?

22. Super-Vision for Democratic Education:
Returning to Our Core
Systemic Reform around Purpose
Support for Hard and Unglamorous Work

Why Systemic Reform as Locally Derived?

Conclusion



Appendix A: What Is Your Educational Philosophy?

Appendix B: Skill Practices Using Directive Control, Directive Informational, Collaborative, and Nondirective Approaches

Appendix C: Assessing School-Based Supervisory Practices for Promoting Instructional Improvement





Mentoring and Supervision for Teacher Development
Alan Reiman and Lois Thies-Sprinthall, 1998

Supervision: A Redefinition
Thomas J. Sergiovanni and Robert J. Starratt, 1993

Peer Coaching for Educators
Barbara Little Gottesman and James O. Jennings, 1994

The Clinical Supervision

Cogan, Moris L. (1973). Boston: Houghton Muffin Company

Supervisory Leadership: Focus on Instruction (NEW)
Don M. Beach & Judy Reinhartz. (2000). Boston: Allyn and Bacon.





راشد بن حسين العبد الكريم
مشرف لغة إنجليزية، بوزارة المعارف
المملكة العربية السعودية