Cover
1 Introduction
1. Intent and Rationale
2. An Overview of the Organization of the Handbook and Its Sections
3. The Context of Supervision
4. The Intents of Supervision
5. The Processes of Supervision
6. The Key Players—Enactors of Supervision
7. The Outcomes of Supervision
8. References
Part I: Context
1. 2 A Policy and Political History of Educational Supervision
  1. The Professionalization of Educational Supervision
  2. Keeping School or Teaching School?
  3. Politicized Teaching Policies: Supervisory Implications
  4. Persisting Tensions
  5. Summary
  6. References
2. 3 Foundations of Adult Development and Learning
  1. Adult Development
  2. Adult Learning at the Individual Level
  3. Adult Learning in Groups
  4. Adult Learning at the Organizational Level
  5. The Interactive Nature of Adult Development and Adult Learning at the Individual, Group, and Organizational Levels
  6. Summary
  7. References
3. 4 Theories of Professions and the Status of Teaching
  1. Introduction
  2. Theories of Professions
  3. A Structural‐functional Theory of Professions
  4. Power and Privilege Theory of Professions
  5. A Process and Practice Theory of Professionalism and the Role of Educational Supervision
  6. The Challenge for Professionalization of Teaching
  7. How Can Teaching Better Engage in a Process of Professionalization?
  8. Conclusion
  9. References
4. 5 Job‐embedded Learning
  1. The Status Quo of Professional Development
  2. What Does Effective Professional Development Look Like?
  3. Job‐embedded Learning: Using Policy Attributes Theory to Guide Effective Professional Development
  4. Schools as Learning Organizations: Professional Development as a Mechanism for Building School Capacity
  5. Moving Forward: Professional Development as a Tool for School Reform
  6. References
5. 6 Instructional Supervision in an Era of High‐Stakes Accountability
  1. Introduction
  2. A Brief History of Instructional Supervision
  3. Obstacles and Barriers to Effective Teacher Evaluation
  4. The Rise of Performance‐based Assessment and Accountability
  5. Value‐Added Models of Teacher Evaluation
  6. The Changing Nature of Teacher Appraisal
  7. Instructional Supervision in Effective Schools
  8. Conclusion
  9. References
Part II: Intent
1. 7 Accountability, Control, and Teachers’ Work in American Schools
  1. Introduction
  2. Objectives
  3. Data and Concepts
  4. Results
  5. Conclusion
  6. Acknowledgment
  7. References
2. 8 Coming to Understand the Wicked Problem of Teacher Evaluation
  1. Introduction
  2. Teaching and Teacher Evaluation
  3. Enduring Influences
  4. Emerging Influences
  5. Multiple Measures
  6. Cautions in the Crossroads
  7. References
3. 9 Discretion and Trust in Professional Supervisory Practices
  1. Discretion: The Heart of Professionalism
  2. Professional Learning Communities
  3. The Role of the Supervisor in PLCs
  4. Trust: The Foundation of Discretion
  5. Supervision and the Classic Professional–Bureaucratic Conflict
  6. Two Realms of Supervision
  7. Evaluation
  8. Professional Development
  9. Discretion and Trust in Supervision
  10. Discretion, Trust, and Supervisors
  11. References
4. 10 Managing Collaborative Inquiry for Continuously Better Practice: A Cross‐industry Perspective
  1. Introduction
  2. Selected Collaborative Inquiry Designs in Education
  3. Selected Collaborative Inquiry Designs in Medicine
  4. Some Cross‐industry Observations
  5. Final Thoughts
  6. References
Part III: Process
1. 11 Observation, Feedback, and Reflection
  1. Introduction
  2. History and Intent of Classroom Observation and Feedback
  3. Teacher Experiences with Classroom Observation
  4. Classroom Observation Models
  5. Feedback and Reflection
  6. Building Capacity for Reflective Practice
  7. Enduring Challenges
  8. References
2. 12 Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach
  1. Review Purposes and Methods
  2. Functions of Teacher Mentoring
  3. Conceptions and Practice of Teacher Mentoring
  4. Contextual Influences on Teacher Mentoring
  5. Conclusion
  6. References
3. 13 Peer Coaching in Education
  1. Introduction
  2. A Tale of Two Learners
  3. Trying to Learn About How We Learn: Context
  4. Research on the Question: How Do Teachers Learn?
  5. Professional Development for In‐service Teachers: First Studies
  6. A Larger Scale: Using the PDP‐PC Design for District‐wide School Improvement
  7. Pervasive Study by Teachers and Students
  8. Whence?
  9. References
4. 14 From Supervision to “Super Vision”
  1. Theoretical Foundation: Constructive‐developmental Theory
  2. Ways of Knowing in Adulthood
  3. Learning and Growing Through Collaboration: Four Pillar Practices for Growth and Capacity Building
  4. Conclusion: Enhancing Educational Supervision Through Collaboration
  5. References
5. 15 Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry
  1. Introduction
  2. Contextualizing Action Research and Appreciative Inquiry within the Overall Structure of Educational Supervision and Instructional Leadership
  3. Evolution of Action Research and Appreciative Inquiry as Complementary Approaches to Supervision
  4. A Review of Research on Action Research and Appreciative Inquiry Related to Educational Supervision
  5. A Theoretical Model from which to Understand Action Research and Appreciative Inquiry
  6. Summary and Future Directions
  7. Conclusion
  8. References
Part IV: Enactors of Supervision
1. 16 National Policy/Standards
  1. Early Federal Involvement
  2. The Modern Era
  3. Standards‐based Reform
  4. A New Approach to Leading Schools
  5. Conclusion
  6. References
2. 17 Teacher Performance Assessments Mandated During the Duncan Era
  1. Introduction
  2. How We Got Here: A Brief History
  3. Methodology
  4. Findings
  5. Recommendations
  6. References
3. 18 Principal Supervisors and the Challenge of Principal Support and Development
  1. Introduction
  2. Defining Supervision
  3. The Rise of Supervision in Education
  4. The Role of Supervisors in Supporting Principal Instructional Leadership
  5. Conclusion: Challenges to Shifting the Supervisory Role
  6. Summary
  7. References
4. 19 The Principal
  1. Introduction
  2. The Perspective of Supervision and Evaluation Framing the Chapter
  3. Evolving Expectations: The Early Years
  4. Federal Policy Influence Increases
  5. A Field in Flux—the 1960s and 1970s
  6. Policy Federal Influence Continues from 1960 to 1980
  7. Teaming, Effectiveness, and Increased Expectations: 1980s and 1990s
  8. Policy Background: Major Reports Challenge the Status Quo
  9. Principal as Leader of Leaders: 2000 and Beyond
  10. Policy Background: Experimentation
  11. Applying a Change Theory Perspective
  12. Continuing Trends and Issues
  13. Summary
  14. References
5. 20 Necessity Is the Mother of Re‐invention
  1. SUNY’s Role: A Leader in Educator Preparation
  2. TeachNY: Creating a Collaborative to Make Collective Impact
  3. Five Areas to Focus on in the Re‐invention of Teacher Preparation
  4. A Work in Progress
  5. Conclusion
  6. References
Part V: Outcomes
1. 21 Improving Teacher Practice‐based Knowledge
  1. Why Is Practice‐Based Learning Central to Teacher Candidates and Practicing Teacher Knowledge Development?
  2. Inquiry Stance
  3. Equity and Social Justice
  4. Pedagogical Content Knowledge
  5. Conclusion
  6. References
2. 22 Shaping the School‐wide Learning Environment Through Supervisory Leadership
  1. Introduction
  2. Leadership and the School‐Wide Learning Environment
  3. Learning Climate
  4. Instructional Capacity
  5. Implications for Supervisory Leadership Practice
  6. Summary and Conclusions
  7. References
3. 23 High‐performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision
  1. Introduction
  2. Assessing the Trajectory of Teacher Supervision in the American Education System
  3. Evaluating the Impact of Accountability Movement Policies on Teacher Supervision and Evaluation
  4. Linkages between Educational Leadership and Student Achievement
  5. Evaluating the Issue of Equity as an Outcome of Quality Educational Supervision
  6. Conclusions
  7. References
4. 24 Supervisory Identity
  1. Introduction
  2. Cultural Shifts
  3. Critical Pedagogies and Supervision
  4. Emancipatory Supervision
  5. Supervisory Identity
  6. Summary
  7. References
5. 25 Conflicts, Convergence, and Wicked Problems
  1. Context of Supervision
  2. Intent of Supervision
  3. Processes of Supervision
  4. Enactors of Supervision
  5. Outcomes of Supervision
  6. Summary
  7. References
Index
End User License Agreement

List of Tables

Chapter 05
1. Table 5.1 Policy attributes checklist for effective professional development
Chapter 13
1. Table 13.1 Elements of design.
Chapter 14
1. Table 14.1 Ways of knowing: orienting concerns; supports & challenges for growth.
2. Table 14.2 Developmental tips & takeaways for the pillar practices.
Chapter 17
1. Table 17.1 Model Teacher Performance Assessments (TPAs).
2. Table 17.2 Stateside Overview of Teacher Performance Assessments (TPAs).
Chapter 18
1. Table 18.1 Selected Definitions of Supervision
2. Table 18.2 Principal supervisor professional standards (Council of Chief State School Officers, 2015)
3. Table 18.3 Selected definitions of leadership coaching

List of Illustrations

Chapter 04
1. Figure 4.1 Intersection of two jurisdictions of teaching.
Chapter 07
1. Figure 7.1 The theory of educational accountability.
2. Figure 7.2 International differences in the control of schools: Percentage of key decisions made at different levels of educational systems, 2012.
3. Figure 7.3 The relative influence of school boards, principals and teachers over key school decisions, 1993–1994.
4. Figure 7.4 The relative influence of school boards, principals and teachers over key school decisions, 2011–2012.
5. Figure 7.5 Teachers’ responses to the question: “In the last school year (2010–11), how much of your own money did you spend on classroom supplies, without reimbursement?”
6. Figure 7.6 Percent of school faculties reporting teachers having a substantial role in key decisions in their school.
7. Figure 7.7 Predicted percentile ranking of school’s student proficiency, by levels of teacher control, after controlling for school characteristics.
8. Figure 7.8 Predicted probabilities of teacher turnover, by school performance, sanctions and level of teacher autonomy, 2004—2005.
Chapter 14
1. Figure 14.1 A visualization of four developmental ways of knowing in adulthood.
Chapter 22
1. Figure 22.1 School‐wide learning environment conceptual framework.
Chapter 24
1. Figure 24.1 Supervisory Identity Framework.

Notes on Contributors

Erin Anderson (PhD) is an Assistant Professor of Educational Leadership and Policy Studies at the Morgridge College of Education, University of Denver. She received her PhD from the University of Virginia and worked for the University Council for Educational Leadership (UCEA). Her research focuses on leading school improvement in schools and districts. Anderson’s work has been published in the Journal of Research on Leadership Education, Leadership and Policy in Schools, and she is the author of several UCEA reports on leadership preparation and policy.

Noelle Arnold (PhD) is an Associate Professor of Educational Administration and Associate Dean for Diversity, Inclusion, and Community Engagement (Equity and Diversity) in the College of Education and Human Ecology at The Ohio State University. Arnold’s research agenda includes community focused leadership models, professional identity, and intersections of race and gender. Two of her most recent publication are “Psychological heuristics and faculty of color: Racial battle fatigue and tenure/promotion” for the Journal of Higher Education and “Whiteness as spatial violence” for the International Journal of Leadership in Education.

Atakan Ata, an assistant professor at Bahcesehir University in Istanbul, earned his PhD in Educational Administration and Policy at the University of Georgia, Athens. Ata currently teaches education law, educational sciences, and social research methods. His research is focused on promoting students’ civic engagement skills and developing school teachers’ perspectives about teaching civic skills. Ata has taken part in several national and international projects on teacher training and supervision.

Jessica Blum‐DeStefano (PhD) is an adjunct instructor at Bank Street College of Education and a co‐instructor with Elanor (Ellie) Drago‐Severson in the Summer Principals Academy at Teachers College, Columbia University. She is a co‐author of Learning for Leadership (2013) and Tell Me So I Can Hear You (2016).

Rebecca West Burns (PhD) is an Assistant Professor in the Department of Teaching and Learning at the University of South Florida. Her research lie at the intersection of supervision, clinically rich teacher education, and school–university partnerships. Her research examines the clinical pedagogy used in clinical experiences, the hybrid roles needed to enact clinically rich teacher education in school–university partnerships, and how supervision in school–university partnerships can develop teacher leadership capacity to renew schools and colleges of education. Her work has appeared in such journals as the Teacher Educator, Action in Teacher Education, Professional Development in Education, and School–University Partnerships.

Emily F. Calhoun studies the effects of curriculum and instruction on student learning and works with colleagues to strengthen the learning environment for all. Emily’s books include How to Use Action Research in the Self‐Renewing School, Teaching Beginning Reading and Writing with the Picture Word Inductive Model, and Using Data To Assess Your Reading Program.

Jane G. Coggshall (PhD, University of Michigan) is a principal researcher at the American Institutes of Research (AIR). She leads multi‐method evaluations of professional learning systems and programs for various organizations. She has created tools and resources for instructional coaches and state agency staff. Coggshall has authored multiple briefs on educator evaluation, professional learning, differentiated staffing innovations, teacher preparation, and Common Core implementation for the Education Policy Center at AIR and the Center on Great Teachers and Leaders.

Gregory J. Collins is a doctoral student in education policy at the University of Pennsylvania. His prior work experience in engineering, management, and the high school classroom has motivated his research interest in schools as organizations and the people who find a vocation in education. He holds master’s degrees in business and education.

Mark Conley (PhD) is a Professor at the University of Memphis. His research interests include teacher education policy and practice, adolescent literacy, assessment and human and artificial intelligence tutoring, all within interdisciplinary contexts. Conley maintains a strong commitment to urban teacher education and literacy in urban schools.

Kendall Deas is an Adjunct Assistant Professor of Education Policy and Law, Faculty Fellow, and Director of Diversity Training and Grant Initiatives for the Office of Institutional Diversity at the College of Charleston. His research focuses on school reform and existing achievement gaps. He holds a PhD in Educational Administration and Policy from the University of Georgia.

Mary Lynne Derrington is an Associate Professor in the Department of Educational Leadership and Policy Studies at the University of Tennessee. Her prior work as a principal and superintendent motivated her research interests in principal leadership and teacher evaluation policies. Her research has been published in journals including International Journal of Leadership in Education, Leadership and Policy in Schools, Journal of Research on Leadership, and Journal of Educational Change.

Laura M. Desimone is a professor at the University of Pennsylvania in the Graduate School of Education. She holds a PhD from the University of North Carolina at Chapel Hill in public policy analysis. Over the last 17 years, her work has focused on studying policy implementation with an emphasis on teacher change. Her scholarship has appeared in such journals as American Education Research Journal, Educational Researcher, and Education Evaluation and Policy Analysis.

Caitlin McMunn Dooley (PhD) is Deputy Superintendent for Teaching and Learning for the Georgia Department of Education and Professor at Georgia State University. She has worked as an elementary classroom teacher, teacher educator, educational researcher, and professor. Dooley has authored over 50 publications and led and evaluated funded research projects totaling over $70 million to investigate children’s literacy learning and instruction, digital literacies, teacher learning, and education policy.

Eleanor Drago‐Severson (Ed.D), Professor at Columbia University, is a developmental psychologist who teaches and consults on leadership development domestically and internationally. Ellie is author of the best‐selling books Helping Teachers Learn, Leading Adult Learning, and Helping Educators Grow (2012), among others. She co‐authored Learning for Leadership, Learning Designs, and Tell Me So I Can Hear You. Her work has earned awards from the Spencer Foundation, Klingenstein Foundation, and Harvard and Columbia universities.

Judith Ennis (MA, Columbia University Teachers College), is a Senior Program Associate in the Comprehensive School Assistance Program at WestEd. Ennis applies her expertise in the area of educator excellence and equity, specifically focusing on improving teacher and administrator capacity, and the development of quality professional learning opportunities. Previously, Ennis served as a manager for the Center on Great Teachers and Leaders at American Institutes for Research where she worked creating guidance and resources for other education partners.

Pamela Martin Fry earned her doctorate of education from Oklahoma State University (OSU) and serves as Provost and Vice President, OSU–Tulsa and as Vice‐Provost, OSU‐Stillwater. Fry received the ATE Distinguished Researcher Award in recognition of a study on pre‐service teachers’ experiences in a culturally different setting. She recently published book chapters on leadership in Academic Leadership in Higher Education and in The Modern Land‐Grant University.

Bonnie C. Fusarelli (PhD, Pennsylvania State University) is Professor of Educational Leadership and Policy at North Carolina State University. Her research focuses on educational policy, specifically leadership development. She has received over $26 million in grant funding from the US Department of Education, National Science Foundation, Wallace Foundation, Bill and Melinda Gates Foundation, and the North Carolina Department of Public Instruction. Her research has appeared in Educational Administration Quarterly, Educational Policy, Journal of School Leadership, and Leadership and Policy in Schools, among others.

Lance D. Fusarelli (PhD, University of Texas‐Austin) is Professor of Educational Leadership and Policy at North Carolina State University. Recent publications include co‐editing the 2nd edition of the Handbook of Education Politics and Policy (2015). He has received as PI or Co‐PI over $15 million in grant funding. His research has appeared in Educational Researcher, Educational Administration Quarterly, Educational Policy, and the Journal of School Leadership, among others.

Christopher R. Gareis (Ed.D, College of William and Mary) is Professor of Educational Leadership at the College of William and Mary in Virginia. He regularly works with K‐12 schools and institutes of higher education in the United States and abroad in the areas of curriculum development, instructional leadership, teacher mentoring, classroom assessment, and program evaluation. His co‐authored book Teacher‐Made Assessments: How to Connect Curriculum, Instruction, and Student Learning (2015) is in its second edition.

Jeffrey Glanz (Ed.D, Teachers College, Columbia University) is head of the Master’s Degree Program in Educational Administration at Michlala‐Jerusalem College, Israel. His areas of research are instructional supervision and leadership. His most recent publications include “Instructional leadership practices among principals in Israeli and USA Jewish schools,” “Between Venus and Mars: Sources of gender differences in instructional leadership,” and “Gender differences in instructional leadership: How male and female principals perform their instructional leadership role.”

Ellen Goldring is Patricia and Rodes Hart Professor and Chair, Department of Leadership, Policy and Organizations, at Peabody College, Vanderbilt University. Her research interests focus on the intersection of education policy and school improvement with particular emphases on education leadership. A fellow of the American Educational Research Association and Past Vice‐President of AERA’s Division L‐Policy and Politics, she is the recipient of the University Council for Educational Administration’s Roald F. Campbell Lifetime Achievement Award.

Stephen P. Gordon received his doctorate in supervision from the University of Georgia. He is currently a professor of education and community leadership at Texas State University. Gordon’s areas of research and writing include instructional supervision, professional development, action research, and leadership preparation. His latest book, co‐authored with Carl D. Glickman and Jovita M. Ross‐Gordon, is the 10th edition of SuperVision and Instructional Leadership: A Developmental Approach.

Jason A. Grissom is Associate Professor of Public Policy and Education at Vanderbilt University’s Peabody College. His research uses large data sets to address topics at the intersection of K‐12 education policy, leadership, and governance. He is particularly interested in measuring the impacts of school leaders on teacher and student outcomes, effective school leadership strategies, school leader support and evaluation, and educator labor markets. He holds a PhD in Political Economics from Stanford University.

Joyce G. Haines (PhD) is a member of the Educational Leadership faculty at the University of South Florida where she completed her graduate work. Prior to joining the faculty, Haines was a district administrator in Hillsborough County Public Schools where she was responsible for Elementary Education Curriculum and Instruction in the nation’s eighth largest school system. Most recently, she co‐authored a book chapter in Enhancing Urban Teacher Quality Through School‐University Partnerships (2017).

Helen M. Hazi has been a teacher, curriculum specialist, Supervisor of Curriculum and Instruction K‐12, and Professor of Educational Leadership Studies at West Virginia University. She received her PhD at the University of Pittsburgh under Noreen Garman and Morris Cogan. She writes about critical incidents of practice and legal issues that have consequence for supervision in the 50 states, teacher evaluation, judging teacher quality, and the complications of instructional improvement. Her work appears in the Kappan, the Clearinghouse, the Journal of Curriculum and Supervision, Educational Leadership, Educational Policy Analysis Archives, the Rural Educator, and the Journal of Staff Development.

Revital Heimann (PhD, Hebrew University of Jerusalem) is a former lecturer and researcher at the David Yellin Academic College of Education in Jerusalem. Her research interests include program assessment and action research.

Kirsten Lee Hill is a researcher and entrepreneur who is passionate about making data more accessible and relevant to practitioners; and also bringing more yoga, mindfulness, and self‐love into schools. She earned her PhD in Education from the University of Pennsylvania where she studied school turnarounds and led the development of city‐wide surveys to measure alternative indicators of success in schools. Currently she partners with innovative organizations to co‐create solutions to education’s most pressing problems, and serves as Director of Development for Project Peaceful Warriors.

Richard M. Ingersoll is the Board of Overseers Professor of Education and Sociology at the University of Pennsylvania. His research is concerned with the character of elementary and secondary schools as workplaces, teachers as employees, and teaching as a job. He has received numerous awards, including the Richard B. Russell Award for Excellence in Teaching from the University of Georgia, the Outstanding Writing Award from the American Association of Colleges for Teacher Education, and the Outstanding Researcher Award from the Association of Teacher Educators.

W. Kyle Ingle (PhD, Florida State University) is Associate Professor in Educational Leadership at the University of Louisville. Prior to his doctoral studies, Ingle was employed by the Jackson County (Mississippi) School District. His research interests include human resource functions in education, and education politics. His recent research has been published in journals, including the Journal of School Leadership, Leadership and Policy in Schools, Educational Policy, and the American Educational Research Journal.

Jennifer Jacobs is an Associate Professor in the Department of Teaching and Learning at the University of South Florida. Her research interests focus on teacher learning for equity across the continuum of teacher education. Her research projects and publications involve a fluid movement between pre‐service teacher, in‐service teacher/teacher leader, and teacher educator learning. Her work has appeared in such journals as Action in Teacher Education, Teacher Education Quarterly, and Professional Development in Education.

Catherine Jacques (MA, University of Michigan) is a researcher at the American Institutes for Research (AIR). She conducts qualitative research analysis and provides technical assistance on teacher effectiveness, teacher leadership, professional learning, and recruitment and retention. She has authored multiple briefs in partnership with other organizations and through the Center on Great Teachers and Leaders at AIR on these topics.

Albert M. Jimenez is an assistant professor in educational leadership at Kennesaw State University. He received his PhD in Educational Administration and Policy from the University of Georgia. His research focuses primarily on teacher evaluation and supervision with recent co‐authored publications appearing in such journals as LEARNing Landscapes and the School Leadership and Management Journal.

Bruce Joyce grew up in Merchantville, New Jersey, received a BA degree from Brown University and, following military service, taught in Delaware and Detroit. He was professor at the University of Delaware, the University of Chicago, and Teachers College. Since then he has conducted research on teaching, professional development, and school improvement partnered with school districts, states, and countries.

Philip D. Lanoue served as the superintendent of the Clarke County School District in Athens, Georgia from 2009 to 2016. During his tenure, he was named the 2015 National Superintendent of the Year. Lanoue received his PhD in Educational Leadership from Mercer University. His work appears in a variety of publications, including recent articles in LEARNing Landscapes and the School Leadership and Management Journal. Lanoue has been featured in national publications such as the Washington Post.

Jane Clark Lindle (PhD, University of Wisconsin), currently serves as Eugene T. Moore Distinguished Professor of Educational Leadership at Clemson University. Lindle’s most recent book is Political Contexts of Educational Leadership and her articles appear in Educational Policy, International Journal of Leadership Education, and the Peabody Journal of Education. She was a special education teacher and principal in four states, and has served as a faculty member of school leadership preparation at four universities.

Fred C. Lunenburg (PhD, University of Ottawa, Canada) is the Jimmy N. Merchant Professor of Education at Sam Houston State University. His professional interests are theory and research in administration, the sociology of organizations, and the social psychology of administration. His best‐known books include Educational Administration: Concepts and Practices and Writing a Successful Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences.

Jessica Fisher Neidl served as university editor at State University of New York (SUNY) System Administration from 2010 to 2017, during which time she collaborated with Nancy Zimpher on a range of projects regarding the re‐invention of teacher training. Jessica specializes in anchor institution–community engagement. She holds a BA in English literature and an MA in classical archaeology, both from SUNY at Albany. She lives in Albany, New York.

Stephen J. Owens is a research analyst at the Georgia Department of Education. He received his doctorate in education policy from the University of Georgia. His research focuses on the role of intermediary organizations in state education policy. More specifically, his work examines the adoption of market‐based educational reforms on state legislative agendas.

Judith A. Ponticell is Professor and Chair of the Department of Leadership, Counseling, Adult, Career and Higher Education at the University of South Florida. Her research explores personal, interpersonal, and organizational factors that enhance or inhibit individual and organizational learning, risk taking, and change. Her scholarship has appeared in journals such as the Peabody Journal, Journal of Teacher Education, Journal of Curriculum and Supervision, and Journal of Training and Development.

Diana G. Pounder (PhD, University of Wisconsin‐Madison) is a retired College of Education Dean and Educational Leadership Professor. She is currently serving part time as the INSPIRE Associate Director for Research, University Council for Educational Administration (UCEA), and Research Associate at the Utah Education Policy Center. Her scholarship includes largely empirical research focused on attracting, retaining, and developing professional educators. Her most recent work has been focused largely on improving and assessing leader preparation.

Laura K. Rogers is a PhD candidate in Educational Leadership and Policy at Peabody College, Vanderbilt University. Her research focuses on principal development, teacher quality, and the relationship between district/school organizational decisions and school performance. She has an MA in Curriculum and Instruction from the University of Colorado.

Jovita M. Ross‐Gordon received her doctorate in adult education from the University of Georgia. She is currently a professor of adult, professional, and community education at Texas State University. She writes about adult learning and teaching, focusing on adult and nontraditional students in higher education and on diversity and equity in adult education. Her latest book is the Foundations of Adult and Continuing Education (2017), co‐authored with Amy Rose and Carol Kasworm.

Mollie Rubin is a Research Assistant Professor in the Department of Leadership, Policy and Organizations at Peabody College Vanderbilt University. She earned her PhD in Sociology at the University of Pennsylvania. Her research is focused on school improvement, particularly the intersection of education policy and the organizational contexts in which reform efforts occur. More generally, she is interested in the quality of teachers, school leaders, and schools.

Megan Tschannen‐Moran (PhD, Ohio State University) is a Professor of Educational Leadership at the College of William and Mary. Her research focuses on relationships of trust as well as collective and self‐efficacy beliefs in school settings. Her book Trust Matters: Leadership for Successful Schools shares the stories of the attempts by three principals to foster trust. Her two books on coaching, Evocative Coaching and Evoking Greatness, present a person‐centered, no‐fault, strengths‐based model for supporting professional learning.

Jian Wang is Full Professor, Helen DeVitt Jones Chair in Teacher Education, and Chair of Department of Curriculum and Instruction, College of Education, Texas Tech University. His research focuses on the intersection of teacher mentoring, mathematics teaching and learning, and influences of curriculum on teacher learning. His publications have appeared in journals such as Educational Researcher, Review of Education Research, Teachers College Record, Teaching and Teacher Education, Journal of Teacher Education, and Elementary School Journal.

Diane Yendol‐Hoppey is a Professor and Dean of the College of Education at the University of North Florida. Her work has united practitioners and university faculty in creating and sustaining nationally recognized school–university partnerships. Her research specifically focuses on facilitating teacher learning within urban contexts through partnerships, enhanced job‐embedded professional development, field‐based teacher education, and teacher leadership. Her scholarship has appeared in such journals as Teachers College Record, Educational Researcher, and Journal of Teacher Education.

Sally J. Zepeda (PhD) is Professor in the Department of Lifelong Education, Administration, and Policy at the University of Georgia. Her research focuses on instructional supervision, teacher and leader evaluation, and professional development for pre‐K‐12 educators. Her scholarship has appeared in journals such as the Review of Educational Research, Journal of Curriculum and Supervision, Journal of School Leadership, and Alberta Journal of Educational Research. Her text, Instructional Supervision: Applying Tools and Concepts, is in its fourth edition and has been translated into Turkish.

Nancy L. Zimpher is Chancellor Emeritus of the State University of New York, having served as the system’s twelfth chancellor from 2009 to 2017. Zimpher is also co‐founder of StriveTogether, a national network of innovative partnerships that holistically address challenges across education, and is a senior fellow at the Rockefeller Institute of Government. She is among the most in‐demand thought leaders in higher education in the United States and around the world.

Wiley Handbooks in Education

The Wiley Handbook of Educational Supervision

Notes on Contributors

Acknowledgments