LEADER 05578oam 2200721I 450 001 9910827106003321 005 20230803034827.0 010 $a1-317-91921-1 010 $a1-315-85261-6 010 $a1-317-91922-X 024 7 $a10.4324/9781315852614 035 $a(CKB)3710000000117744 035 $a(EBL)1694540 035 $a(SSID)ssj0001225478 035 $a(PQKBManifestationID)12492033 035 $a(PQKBTitleCode)TC0001225478 035 $a(PQKBWorkID)11269262 035 $a(PQKB)11317140 035 $a(MiAaPQ)EBC1694540 035 $a(Au-PeEL)EBL1694540 035 $a(CaPaEBR)ebr10876269 035 $a(CaONFJC)MIL613932 035 $a(OCoLC)880827229 035 $a(OCoLC)897465285 035 $a(EXLCZ)993710000000117744 100 $a20180706e20132004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aSupervision across the content areas /$fSally J. Zepeda and R. Stewart Mayers 210 1$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (225 p.) 225 1 $aAn Eye On Education Book 300 $aFirst published 2004 by Eye On Education. 311 $a1-138-47095-3 311 $a1-930556-79-9 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; Acknowledgments; Table of Contents; About the Authors; 1 The Context of Teaching, Learning, and Instructional Supervision; Why Supervision Across the Content Areas; Accountability and Standards; Standards; The Context of Teaching and Learning; Framing Supervision in a Context; Embed ""Learning Opportunities with Others"" into Everyday Work; Sustain Relationships; Recognize the Adult Learner; Suggested Readings; 2 Instructional Supervision; Instructional Supervision; Informal and Formal Supervision; Informal Classroom Observations 327 $aFormal Classroom ObservationsClinical Supervision; Conducting the Pre-Observation Conference; Conducting Classroom Observations-Tracking Data; Conducting Post-Observation Conferences; Differentiated and Developmental Supervision; Developmental Supervision; Peer Coaching; Administrative Support; Action Research; Portfolio Development; Pulling Together Differentiated Supervisory Practices; Suggested Readings; 3 Supervising the Curriculum; Defining Curriculum; Real Curriculum, Written Curriculum, and Tested Curriculum; Curriculum Alignment; Auditing Curriculum and Instruction; Audits 327 $aCurriculum MappingInstructional Pacing; Suggested Readings; 4 Linkages Among Curriculum, Learning, and Instruction; Linkages to Learning; The Teacher-Centered Paradigm; Student-Directed Learning and Constructivism; Differentiated Instruction; Instructional Methods; Socratic Seminars; Cooperative Learning; Types of Cooperative Learning; Assessing Cooperative Learning; Supervision and Cooperative Learning; Simulations; Inquiry; The Teacher's Role in the Inquiry Model; The Phases of the Inquiry Model; Teaching Inquiry: What Teachers Need to Know; Supervision and the Inquiry Method 327 $aEnhancing Instructional MethodsLearning Centers; Technology-Based Lessons; Puzzles, Games, and Manipulatives; Differentiated Assessment; Portfolios; Demonstrations; Research Projects; Suggested Readings; 5 Brain Research, Multiple Intelligences, and Learning Styles; What Is Differentiated Instruction?; The Human Brain: Cultivating the Potential for Learning; Relevant Findings from Brain Research; The Changing Brain; The Development of Intelligence; Windows of Opportunity; Emotion and Learning; Recommendations for Teaching and Learning; Multiple Intelligences; Linguistic Intelligence 327 $aMusical IntelligenceLogical-Mathematical Intelligence; Spatial Intelligence; Bodily-Kinesthetic Intelligence; Interpersonal Intelligence; Intrapersonal Intelligence; Learning Styles; The Development of Learning Styles Theory; Models of Learning Styles; Using Brain Research, Multiple Intelligences, and Learning Styles to Differentiate Instruction; Supervision to Support the Use of Brain Research, Multiple Intelligences, and Learning Styles; Suggested Readings; 6 Students as Learners; Theories of Psychological, Social, and Emotional Development; Elementary School Learners 327 $aLearners in Middle Schools 330 $aYou became a school leader after succeeding in your particular content area and/or grade level. Now you're responsible for the entire school. You are accountable for everything that goes on, including results from those who teach outside your areas of original expertise. Supervision Across the Content Areas provides tools and strategies to help you effectively supervise all of your teachers, including those in contents areas or grade levels in which you may not have had personal classroom experience. While focusing on four key content areas - Mathematics, Science, English/Language Arts, and So 410 0$aEye on education book. 606 $aSchool supervision$zUnited States 606 $aCurriculum planning$zUnited States 606 $aEducational accountability$zUnited States 615 0$aSchool supervision 615 0$aCurriculum planning 615 0$aEducational accountability 676 $a371.2/03 700 $aZepeda$b Sally J.$f1956-,$0854681 701 $aMayers$b R. Stewart$f1959-$01633667 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910827106003321 996 $aSupervision across the content areas$93973527 997 $aUNINA