Supervision is the essence of instructional leadership, say these writers. In addition, they warn, effective supervisory leadership requires constant searching for ways to integrate and align the core elements of school improvement.
Get full access to this article
View all access options for this article.
References
1.
Bailey, G.D. "An Evaluator's Guide to Diagnosing and Analyzing Teaching Styles." NASSP Bulletin, February 1984.
2.
Bailey, G.D., and Littrell, J.H. "A Blueprint for Curriculum Development: Establishing a Systematic Design." NASSP Bulletin, March 1981.
3.
English, F.W. "It's Time To Abolish Conventional Curriculum Guides." Educational Leadership4(1987): 50-52.
4.
Good, T.L., and Brophy, J.E. "School Effects." In Handbook of Research on Teaching, 3d ed., edited by M. C. Wittrock.New York: Macmillan, 1986.
5.
Lezotte, L., and Bancroft, B.A. "Growing Use of the Effective Schools Model for School Improvement ." Educational Leadership6 (1985a): 23-27.
6.
—. "School Improvement Based on Effective Schools Research: A Promising Approach for Economically Disadvantaged and Minority Students." Journal of Negro Education3(1985 b): 301-12.
7.
Mace-Matluck, B.The Effective Schools Movement: Its History and Context. Austin, Tex.: Southwest Educational Developmental Laboratory, 1987.
8.
McGreal, T.L., and Wood, F.H. "Clarifying the Relationship and Connections: Supervision, Teacher Evaluation, and Staff Development." Wingspan: The Pedamorphosis Communique2(1988): 13-15.
