Jeffrey Glanz

The New York City School Reform: Consequences for Supervision of Instruction.

This paper reports on the status of instructional supervision within the current New York City school reform movement. Reports from interviews with New York City public school teachers demonstrate the prevalence of directive, checklist and narrative approaches to supervision, raising serious questions for the future of instructional supervision. Although reform measures address the need for increased supervision and professional development, principals and their assistants report that they perform predominantly non‐instructional duties and evaluative functions. Supervision, as a means to promote instructional dialogue to improve teaching in the classroom, has been the responsibility primarily, although unofficially, of coaches. Based on data collected from this mixed method study, the instructional supervisory function as practiced by New York City administrators has been eclipsed by the enormity of the reform measures.

Where Did the Assistant Principalship Begin? Where Is It Headed?.

There was a time, in the not-too-distant past, when the assistant principal was not accorded much attention in the literature or on the job. Very little was said about the AP’s job in university training programs, and almost nothing was said about it in professional books or journals. The AP was simply regarded as someone employed-if the school’s enrollment justified it-to take some of the burden off the principal (NASSP, 1991, p. vii).

A Primer on Action Research for the School Administrator

he word research often conjures up images of a scientist conducting experiments in a distant, secluded laboratory. Mention educational research, and reactions may include recollections of ones masters thesis or uncomplimentary thoughts of an eccentric professor engaging in some abstract study unrelated to practice. To many educators-teachers and supervisors alike-the value of research is marginal at best. A fundamental premise of this article is that proper use of research by school leaders is not only beneficial, but also necessary and urgent if we are to renew our schools and empower our educational leaders.

Good intentions, questionable results: Implications for the professional development of teachers

The purpose of this study is to determine the extent of implementation of the innovative 1995-2000 United Federation of Teachers–New York City contract agreement on annual performance reviews of teachers and to identify the factors that impeded or facilitated implementation. Surveys were sent to a stratified sample of faculty members in 7 New York City public elementary, middle, and high schools. Interviews were conducted with self-selected staff members from the 7 schools. Findings indicate that the Teacher Performance Review option is being implemented in few schools. Among the factors identified as impeding the implementation of the performance review initiative is a lack of adequate training at all levels. Despite the contract component and a detailed plan of implementation and support, a lack of investment in performance review on the part of professional staff persists. Administrators and faculty alike view the agreement as an evaluative experience rather than an opportunity for growth.