Glickman, C.D. (2002). Leadership for learning: How to help teachers succeed. Alexandria, VA: ASCD.

Author: Glickman, C.D.


This is a short, but powerful book. Glickman covers some of the structures for classroom assistance to improve teaching that are most useful in schools: clinical supervision, peer coaching, critical friends, and classroom action research teams or study groups. He seems to be discussing, though it is not directly stated, approaches toward accountability by teachers in schools. While he seems to favor self-accountability by and among teachers, he does not shy away from humane ideas about educators with higher expertise using methods of clinical supervision with others when conditions warrant. One senses that his position is that teachers need to attain high standards within the field itself rather than have others' standards foisted upon them. He is interested in sharing what he has learned "about up-close and personal work with teachers on how to improve teaching and learning individual classrooms and schools as a whole." The book contains interesting formats for observations and rubrics. It is especially helpful for coaches to think about his "Instructional Leader Behavior Continuum" and "Interpersonal Approaches, Outcomes, and Levels of Choice." These suggest different relational stances that coaches can take. His point is to make these intentional on the part of the coach and open for a teacher's understanding. There is also an Instructional Leadership Beliefs Inventory that is worth both taking and discussing. While not directly focused on literacy coaching, this book situates the role of a coach and forms of coaching within the dilemmas of power relationships and accountability as educators try to reform schools and improve student learning.

Date Added: 10/01/2006


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