Differentiated Supervision

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.

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

The core of success in schools is educator expertise. This book doesn't mince words about how hard it can be but sheds sunlight onto evidence-based processes that lead to improvement. Differentiated Supervision asks for excellent diagnoses of teachers' needs, their theories of teaching, and the impact of current methods. Furthermore, it uses multiple coaching and supervision models to assist in the fidelity of implementation and provides processes for educators to work together to evaluate the impact on the learning lives of students. The book is rich in using feedback, look fors, and walkthroughs, as well as developing evaluative mind frames and equity checks-all leading to a bountiful harvest of student growth. -- John Hattie * Carlton, Victoria, Australia * In reconceptualizing supervision as a supporting process of continuous feedback, Mausbach and Morrison provide valuable insights into how school leaders can improve teaching and learning. This wonderfully written, comprehensive guide provides school leaders with the tools and strategies needed to strengthen collective efficacy and achieve improved results. -- Jenni Donohoo * New Orleans, LA * We differentiate instruction to meet the varied needs of students; why do we fail to do so for teachers? The authors have developed a model to remedy this, one that makes it possible for school leaders to provide the guidance and support all teachers deserve. -- Nancy Frey * San Diego, CA *