List of Figures Acknowledgments About the Authors Introduction A Few Things You Should Know Chapter 1. Differentiated Supervision 101 What Supervision Is and What It Is Not The Challenge A Model for Improved Supervision Why It Works Making It Happen Equity Check From the Field Key Takeaways Where Are You Now? Chapter 2. Element I: Universal Support With Qualitative Feedback Clarifying the Model Why It Works Making It Happen Equity Check From the Field Key Takeaways Where Are You Now? Chapter 3. Element II: Individual/Small Group Support With Qualitative Feedback Clarifying the Model Why It Works Making It Happen Equity Check From the Field Key Takeaways Where Are You Now? Chapter 4. Element III: Universal Support With Quantitative Feedback Clarifying the Model Why It Works Making It Happen Equity Check From the Field Key Takeaways Where Are You Now? Chapter 5. Element IV: Individual Support With Quantitative Feedback Clarifying the Model Why It Works Making It Happen Equity Check From the Field Key Takeaways Where Are You Now? Chapter 6. Leading the Differentiated Supervision Model Principal A Principal B Leadership Behaviors and the DIIE Model How Behaviors Align to Elements I, II, and III Do This, Not That Leadership Commitments It's Your Time Final Thoughts Appendix A. Differentiated Supervision Timeline Appendix B. Example School Improvement and Professional Development Plan ABC School Appendix C. Developing Look Fors Protocol Appendix D. Building Capacity Self-Assessment References Index
Strategic observation practices to drive coherence and results Supervision is often dreaded by teachers and principals alike because it can be disconnected from the context of the actual classroom and school. But when a culture of supervision is created - by differentiating which practices have the greatest impact in the context of the work educators are doing at the building and individual level - then supervision is about examining practice, working together to solve problems, and constantly improving. Differentiated Supervision shows you how to develop a laser-like focus on improving an entire system while simultaneously addressing the individual needs of a diverse teaching staff. It lifts supervision out of isolation and presents a comprehensive model that provides a coherent method for creating a culture of supervision for supporting individuals, small groups, and the whole school in implementing high leverage strategies that improve student learning. Readers will find: A clear framework for knowing what supervision practices to use when, and for what purpose Useful templates and protocols for different supervision practices on a companion website Helpful examples and vignettes from the field to show how to differentiate supervision for teachers A unique focus on student learning at the center Supervision is more than a series of steps that leads to final evaluation - its changing the culture and achievement in your school from just thinking about it as appraisal, but a powerful mechanism for growth.
Ann Mausbach, co-author of Leading Student-Centered Coaching: Building Principal and Coach Partnerships (Corwin, 2018), School Leadership through the Seasons: A Guide to Staying Focused and Getting Results All Year (Routledge Eye on Education, 2016) and Align the Design: A Blueprint for School Improvement (ASCD, 2008) has been an educator for over 30 years. Ann's belief that the greatest investment a leader can make is in people not programs has focused her work on supporting principals and teacher leaders with the tools they need to align purpose with action. Her administrative experience includes serving as a Coordinator of Staff Development, Director of Curriculum, Director of Elementary Education and an Assistant Superintendent for Curriculum and Instruction. She currently works as an Associate Professor for Educational Leadership at Creighton University in Omaha, NE. Kim Morrison, co-author of School Leadership through the Seasons: A Guide to Staying Focused and Getting Results All Year (Routledge Eye on Education, 2016), is the principal of an urban elementary school located in the Midwest. Her administrative experiences have included elementary, middle and district administration for over twenty years. She has primarily worked in at-risk environments addressing complicated issues of equity, poverty, homelessness and special education. She was named Middle School Principal of the Year by School Administrators of Iowa in 2016. She has been the coordinator for new teacher induction, McKinney Vento Homeless Grant and Safe and Drug Free Schools.