Power Point Presentations for

Each Chapter of SuperVision and

Instructional Leadership: A
Developmental Approach
Carl D. Glickman
Stephen P. Gordon
Jovita M. Ross-Gordon

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prohibited by law:
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Any rental, lease, or lending of the program. Copyright Allyn & Bacon 2007
 Chapter 13
Assessing and Planning Skills

This multimedia product and its contents are protected under copyright law. The following are
prohibited by law:
Any public performance or display, including transmission of any image over a network;
Preparation of any derivative work, including the extraction, in whole or in part, of any images;
Any rental, lease, or lending of the program. Copyright Allyn & Bacon 2007
 Supervision Time Consumption Chart (Partial Chart)
Monday Tuesday Wednesday Thursday Friday Total %

Paperwork
Phone calls
Private
Conference
Students
Parents and
Community
Faculty
Auxiliary
Personnel

Central Office
Others

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 Flowchart for Increasing Classroom Visits
Activity Resources Evaluation

Activity 1:
Schedule Visits
9-11 Monday
and Wednesday
1-2:30 Tuesday Secretary
and Thursday
Explain
Protected
Time

Double Classroom Daily Checklist

Visitation Time and Two-Week
Review

Faculty
Activity 2:
Set Up
Schedule
Visitation and
Paperwork
Explain
3-5 Monday and
New Schedule
Friday

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 Ways of Assessing Organizational Needs

Eyes and Ears

Systematic Classroom and School Observations
Official Records
Review of Teacher and Student Work Products
Third-Party Review
Written Open-Ended Survey
Check and Ranking Lists
Delphi Technique
Nominal Group Technique

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 Analyzing Organizational Needs

Cause and Effect Diagrams

Flowcharts

Pareto Charts

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Cause and Effect (Fishbone) Diagram

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 Needs Analysis Flowchart (Partial Copy)
Student sent to office
for misbehavior

Principal in Student sent back

office No
to classroom

Yes

Secretary asks student

for note from teacher

Student has No Student sent back

note to classroom

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Pareto Chart

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 Planning

Affinity Diagrams

Impact Analysis Charts

Gantt Charts

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Affinity Diagram

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Impact Analysis Chart

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Gantt Chart

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Models Combining Assessment and Planning

Force Field Analysis

PDSA Cycle

Strategic Planning

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 Force Field Analysis

Current State of Affairs

Desired State of Affairs

Driving Forces Resisting Forces

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PDSA Cycle

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 Strategic Planning

1. Identify common beliefs

2. Identify the organizations vision
3. Identify the organizations mission
4. Formulate policies
5. Conduct external analysis

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 Strategic Planning (continued)

6. Conduct internal analysis

7. State objectives
8. Develop and analyze alternative strategies
9. Design action plans

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 Cautions Concerning Planning

Planning that is centered on people students,

teachers, parents, and community members
Decentralized planning in which the supervisor
becomes the coordinator of stakeholder teams
actively involved in the planning process
Diversity, in terms of both the groups represented
and the ideas considered in the planning process

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 Cautions Concerning Planning (cont.)

Regular interaction among planners, and between

planners and those who will be affected by the plan
A recognition by planners of the complexity,
multiplicity, and nonlinearity inherent in the school
organization
The consideration of alternative futures for the school
community

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 Cautions Concerning Planning (cont.)

Improvement plans with built-in flexibility,

allowing a fair degree of spontaneity and
exploration during implementation
Provisions for continuous and critical assessment
of the plan during implementation
An understanding that the important thing is the
goal the plan is intended to reach, not the plan
itself

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 Practitioner Reflection:
Creative Double Think Holding Two
Contradicting Ideas and Making It Work

How does the school district attempt to meet both No

Child Left Behind standards and state standards?

How does the author propose to help all students

make it?

How can you help all students be successful in your

school?

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