Descriptor
Source
| Theory into Practice | 10 |
Author
| Andrews, Richard L. | 1 |
| Blair, Billie Goode | 1 |
| Daresh, John C. | 1 |
| Lane, John J. | 1 |
| Lee, Ginny V. | 1 |
| McQuarrie, Frank O. | 1 |
| Norris, Cynthia J. | 1 |
| Playko, Marsha A. | 1 |
| Shakeshaft, Charol | 1 |
| Wood, Fred H. | 1 |
| Wright, Lance V. | 1 |
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Publication Type
| Journal Articles | 10 |
| Opinion Papers | 7 |
| Reports - Descriptive | 2 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
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Peer reviewedDaresh, John C. – Theory into Practice, 1991
Discusses characteristics of instructional leadership as a form of proactive administrative behavior. Proactive administration is built on awareness of personal beliefs, understanding of organizations, instructional leadership as an ongoing process, sensitivity to alternative perspectives, consistency of personal behavior, and ability to…
Descriptors: Administrator Attitudes, Administrator Role, Educational Change, Elementary Secondary Education
Peer reviewedPlayko, Marsha A. – Theory into Practice, 1991
Administrative mentoring can encourage new administrators to become instructional leaders. The article discusses the shortcomings of mentoring for professional development and proposes mentoring to support experienced administrators trying to be more than managers. The availability of mentors to guide beginning instructional leaders facilitates…
Descriptors: Administrators, Collegiality, Elementary Secondary Education, Faculty Development
Peer reviewedWright, Lance V. – Theory into Practice, 1991
Contrasts the realities of instructional leadership with the ideal, examining the overlap of instructional leadership and supervision. By reviewing instructional leadership depicted in three studies on the work life of principals, readers get a view through the schoolhouse window. Solutions to the problems of fragmentation and change are…
Descriptors: Case Studies, Educational Change, Educational Improvement, High Schools
Peer reviewedLee, Ginny V. – Theory into Practice, 1991
Views instructional supervision as an activity in sense making rather than as classroom observation. Sense making focuses on encouraging the members of the school community to examine the meanings they give to their experiences and to consider how these meanings influence the way in which they carry out their work. (SM)
Descriptors: Administrator Responsibility, Collegiality, Educational Strategies, Elementary Secondary Education
Peer reviewedMcQuarrie, Frank O.; Wood, Fred H. – Theory into Practice, 1991
Examines the relationship between supervision, staff development, and teacher evaluation, discussing why educators must strive to make connections among the three, identifying important misunderstandings about them, and describing the purposes of each process and the similarities, differences, and connections between them. Together, they can be…
Descriptors: Educational Cooperation, Elementary Secondary Education, Higher Education, Instructional Improvement
Peer reviewedAndrews, Richard L.; And Others – Theory into Practice, 1991
The article views instructional supervision as the sum of the personal interactions between and among teachers and the principal that lead to the improvement of instruction. As an instructional leader, the principal focuses less on doing things right and more on doing the right things to improve student achievement. (SM)
Descriptors: Administrator Effectiveness, Administrator Responsibility, Collegiality, Elementary Secondary Education
Peer reviewedBlair, Billie Goode – Theory into Practice, 1991
Discusses how administrators can help teachers and administrators become role effective. After considering what teachers need to function as professionals, the article examines the leadership function and its relationship to supervision, clarifying the use of supervision as a process, describing major supervisory functions, and noting the…
Descriptors: Administrator Responsibility, Elementary Secondary Education, Faculty Development, Instructional Leadership
Peer reviewedShakeshaft, Charol; And Others – Theory into Practice, 1991
Discusses ways in which gender may influence the supervisory act. The article examines communication and feedback patterns, the influence of sexuality on working relationships and gender differences in expectations, noting their effects on supervision. It is important to address issues of gender with school administrators to effect change. (SM)
Descriptors: Administrator Attitudes, Elementary Secondary Education, Instructional Leadership, Principals
Peer reviewedNorris, Cynthia J. – Theory into Practice, 1991
Explores the nature of human thought and resulting personality patterns, examining the impact of supervisory behavior on teacher development. Supervisors operate from any of four cognitive styles (facts, form, futures, or feelings). They must understand their own cognitive style and enhance their capacity for holistic thinking while encouraging…
Descriptors: Cognitive Style, Collegiality, Elementary Secondary Education, Faculty Development
Peer reviewedLane, John J. – Theory into Practice, 1991
Explores implications for instructional leadership and supervision in a community with school-based management (SBM), focusing on Chicago public schools. SBM provides structure for developing a school community. Three views of schools as communities include school communities and social capital; schools as communities of reflective practitioners;…
Descriptors: Community Cooperation, Educational Change, Effective Schools Research, Elementary Secondary Education
