Jeffrey Glanz

Jeffrey Glanz
Michlalah Jerusalem College, Israel · Educational Administration

Ed.D.

About

93
Publications
92,862
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Introduction
www.jefffreyglanz.com BA & MS from CUNY, Lehman College. Ed.D. Teachers College, Columbia Univ. NYC Board of Education -Teacher and Assistant Principal. Adjunct at CUNY. Kean University -Assist. Prof to full Prof.. Wagner College in NY - Dean of Graduate Studies and Chair of the Education Department. Endowed Chair and Full Professor at Yeshiva University's Azrieli Graduate School. Moved to Israel on July 1, 2013. Head of Educational Administration Dept. at Michlalah Jerusalem College.

Publications

Publications (93)
Book
Successful principals today need skills in both management and leadership because both are essential to achieve success in all facets of running a school—one is not necessarily more important than the other. However, there are not many books solely devoted to school management. Most work on school management is part of larger works on school admini...
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The field of supervision has perennially struggled to define itself and, hence, find a niche within the larger field of education and, more narrowly, even within the field of instructional leadership.
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Drawing on Dewey's critique of the way educators, historically, have tried to promulgate definitive prescriptions for educational practice, this article examines implications of the use of science for supervisory practice and for the field of supervision as a whole. A content analysis of Dewey's The Sources of a Science of Education indicates the p...
Book
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This work was inspired by the COVID-19 Corona pandemic that has ravaged the world. As a result of this pandemic, schools have undergone monumental, unprecedented challenges. Teachers and administrators have
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This mixed methodology study explored the reasons that teachers in Israel are motivated to become school leaders, and the relative importance of the different discouraging factors that worked against such interest. A cross-national Israeli survey included 39 individual interviews, 2 focus groups of 25 teachers each, and a questionnaire completed by...
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This mixed methodology study explored the reasons that teachers in Israel are motivated to become school leaders, and the relative importance of the different discouraging factors that worked against such interest. A cross-national Israeli survey included 39 individual interviews, 2 focus groups of 25 teachers each, and a questionnaire completed by...
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As a field of study, supervision has gone through a tumultuous history and continues to struggle for visibility. Its principles related to teaching and learning are often discussed, yet the term supervision has been controversial more than once. For a variety of reasons, historically and conceptually, supervision has traveled incognito under severa...
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This chapter summarizes action research (AR) and appreciative inquiry (AI) within the overall structure of educational supervision. It focuses on the relationship between AR and AI regarding educational supervision. Supervision based on collaboration, participative decision making, and reflective practice has evolved from its bureaucratic origins....
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The purpose of this article is to chronicle the views of eight prominent professors of supervision regarding the state of instructional supervision. A confluence of factors has influenced the evolution of supervision as a practice and incipient field. Issues involving its very definition, its scope and methods, its status as a field, and its future...
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The current qualitative study sought to examine how male and female principals enact their instructional leadership. Data were collected through 59 semi-structured interviews with 36 female principals and 23 male principals from Israel, and analysed in a four-stage process – condensing, coding, categorising, and theorising. Findings presented two m...
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Instructional leadership can be explained as an educational leadership approach whereby the school principal engages in a wide range of activities aiming to improve teaching and learning for all students. A recent meta-analysis found that female principals engaged in more active instructional leadership than male counterparts. The current qualitati...
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Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and U.S.-Jewish schools have, until recently, been unexplored. Therefore, this mixedmethodological study explores instructional leadership perceptions and behaviors among Israeli and U.S. principals....
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Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Dat...
Book
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After listening to a lecture, most people leave with literally nothing that they can recall, other than the general topic discussed or some general, vague impression (e.g., the speaker was dynamic, funny, or interesting). ENGAGE: Teach, Don’t Just Present provides concrete suggestions to better engage our audience. More than ten practical ways to e...
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This study attempts to explore Israeli and American teachers’ perceptions based on their ethical dilemmas in Jewish schools. A cross-national study was undertaken in Jewish schools, examining fifty teachers from Israel and fifty-one teachers from the United States. Designed with team-based simulations, this study revealed strong similarities betwee...
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Using a single case study design, this article describes the work of a participant researcher to assist a group of five high school teacher practitioners in reflecting on their teaching practices. Participants in this study attempted to apply action research to better understand the impact of their teaching approach (i.e., primarily lecture) on stu...
Book
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Supervision: New Perspectives for Theory and Practice co-edited by two prominent scholars in the field (Jeffrey Glanz and Sally Zepeda), draws attention to supervision as a function that is often misunderstood, under-appreciated, and frequently controversial. Much has changed in the last two decades in the education world. These changes have inevit...
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Action Research: An Educational Leader’s Guide to School Improvement, Third Edition, is a clear and practical guide to conducting action research in schools. Although it offers neither a cookbook nor a quick-fix approach, this book does outline the process of designing and reporting an action research project. Useful as a classroom text as well as...
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More than ever, effective supervision is vital to instructional improvement and this new edition of a bestseller pinpoints the process and techniques that matter most. Featuring 42 qualitative and quantitative observation tools, this new edition includes: •New observation tools centered on diversity •New case studies on alternative approaches to s...
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Over the past few years, I have been privileged to visit and study many yeshivot and day schools all across North America. I have personally met men and women who lead Jewish schools who personify the very best our community offers in terms of unyielding commitment and inspirational dedication to inculcating Jewish values and knowledge so that all...
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A variety of models for Jewish students with special needs exist, including informal camps and recreational programs, complementary schools located in synagogues, and full-day community or day schools and yeshivas. The historical and legal development of special education in North American Jewish settings has dove-tailed with that in the larger cul...
Conference Paper
annual conference of the American Educational Research Association (Division K – Teaching and Teacher Education), Denver, CO.
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The underlying motif of this paper is to highlight a prominent theoretical and methodological flaw present in many discussions dealing with strategic planning and research in strategic leadership in general; that is, the absence of attention to the ethical implications of proposed strategies, and the role power, politics and ethics have on leading...
Book
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Since the passage of the No Child Left Behind Act of 2001, high-stakes testing has become a ubiquitous feature of public school children's daily rituals. Reform advocates argue that testing leads to greater alignment of the curriculum with teaching and learning, teacher and student accountability, and in some cases, a preservation of our cultural h...
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This important work summarizes, in an engaging, highly readable manner, research that demonstrates convincingly that the Jewish day school plays a vital role, not only in the educational, social, and religious lives of its students, but, surprisingly, in the lives of many adults who send their children to day schools. A quintessential study of pare...
Book
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The book is packed with helpful suggestions on topics such as: •Lesson planning •Classroom management •Differentiating instruction •Standards •Assessment and grading •Literacy •Cooperative learning •Inclusion •National Board certification
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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. Al...
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This paper reports on the final phase of a three-part study on the status of instructional supervision within several New York City public schools. In the first parts of the study the researchers found, through extensive use of surveys (questionnaires and interviews), that centralized educational reform had serious consequences for instructional su...
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Supervision as a field, in the main, remains susceptible and thus vulnerable to various forces, ideological and otherwise, that constrain its ability to play a significant role in instructional improvement and thus in educational leadership. Adherence to inspectional and faultfinding supervision under the guise of standards‐based and other practice...
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When John Dewey's monograph "Experience and Education" was published in 1938, the world was in the throes of a grueling, persistent depression and the U.S. education system was in flux because of competing visions about the purpose and conduct of school. The traditionalists favored an authoritarian structure that emphasized rote memorization, and t...
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This paper reports on an ongoing 3-year study of the current status of instructional supervision within New York City public schools. Under the influence of a centralized and bureaucratically managed system (i.e., top down initiatives), educational reform in New York City has had serious consequences for both the theory and practice of instructiona...
Book
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: What every principal should know about instructional leadership, What every principal should know about cultural leadership, What every principal should know about ethical and spiritual leadership, What every principal should know about school-community leadership, What every principal should know about collaborative leadership, What every princi...
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This groundbreaking text demonstrates how to build collaborative environments that both help schools achieve national standards, and also help the school community realize high academic standards.
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Supervision based on collaboration, participative decision making, and reflective practice is the hallmark of a viable school improvement program that is designed to promote teaching and learning. Action research has grad ually emerged as an important form of instructional supervision to engage teachers in reflective practice about their teaching a...
Conference Paper
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This paper reports on the status of instructional supervision within the current standards-based environment. Eschewing its bureaucratic past and adopting more participatory practices aimed at promoting reflection through instructional dialogue, supervision has incorporated alternate means to promote good teaching practice including peer coaching a...
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Long considered an under-appreciated and under-utilized position, the role of the assistant principal is finally getting the attention and respect it deserves. In this truly indispensable companion, current and prospective administrators will gain concrete suggestions and solutions to maximize their impact, effectiveness, and satisfaction in this c...
Book
Full-text available
Long considered an under-appreciated and under-utilized position, the role of the assistant principal is finally getting the attention and respect it deserves. In this truly indispensable companion, current and prospective administrators will gain concrete suggestions and solutions to maximize their impact, effectiveness, and satisfaction in this c...
Chapter
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SUPERVISION STANDARDS FOR ACTION RESEARCH Successful supervision: 1. Employs action research as one of a variety of viable strategies to improve instruction 2. Encourages the use of action research to create meaningful, ongoing, and non-evaluative instructional dialogue to improve teaching practice 3. Promotes reflection and self-assessment through...
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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...
Book
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An invaluable aid to teachers, supervisors, and district leaders, this book provides questionnaires and focus questions to help you analyze leadership potential in yourself and in colleagues. The author also shows you how to go about the crucial process of matching leadership qualities with specific jobs in the educational system, from teacher to s...
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Using case studies, examines five alternative supervisory approaches based in both theory and practice: mentoring, peer coaching, portfolios for differentiated supervision, peer assessment, and action research. Collaborative relationships, shared decision making, reflective listening and practice, and enabling administrative leadership were essenti...
Book
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Paradigm debates in the educational research community are a frequent if not common occurrence. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice? In this volume, it is suggested that educators' adherence to particular views of curriculum and supervision is influenti...
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Despite burgeoning literature that acknowledges the importance of the principalship in achieving and maintaining school effectiveness, principals have been depicted unfavorably in film and television as insecure autocrats, petty bureaucrats, and classic buffoons. This paper presents findings of a study that not only catalogued images of principals...
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The field of instructional supervision in schools has a history of being misunderstood and devalued, having been beset by problems of definition and purpose. This paper examines the history of supervision and its ties with educational administration, and describes implications for supervision and administration. There is a history of tension betwee...
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There are three approaches to educational supervision: the applied science approach, the interpretive-practical approach, and the critical/emancipatory approach. From a Taoist perspective, conflicting supervision theories or proposals should be welcomed, not resisted. By accepting a diversity of views to inform practice, a balance or centeredness c...
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Discusses an Israeli study examining the professional development of physics, electronics, and mechanics teachers. Examines whether an externally developed school improvement model could customize the supervision process to each school system and academic discipline's needs. Carl Glickman's developmental supervision model succeeds in identifying ea...
Book
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Educational supervision has historically sought to improve the quality of teaching. This book is a text for undergraduate and graduate students who are engaged in the study of issues in educational supervision; it is a compendium of informed commentaries on current issues written by prominent scholars in the field. The first part (12 chapters) pres...
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This paper proposes that the Council of Professors of Instructional Supervision (COPIS) start a journal devoted to the study and practice of instructional supervision and examines the history of "The Journal of Educational Method" to support the contention that the proposed new journal could thrive. An opening section argues that the proposed journ...
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Statistics clearly demonstrate the need to assist students who may drop out of school or who may graduate with inadequate academic, social, and emotional skills. This paper describes efforts at one elementary school to address some of the needs of at-risk students. The program revolves around a structured martial arts class designed to develop self...
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The paucity of historical research in supervision can be attributed to marginalization of historical inquiry, lack of clarity about supervisory duties, a positivistic model of social research, and unfavorable images of supervision and supervisors. Research needs include accounts of early 20th-century practicing supervisors, educational biographies...
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Examined effects of stress reduction strategies on levels of test anxiety experienced by 14 learning-disabled male African-American 5th graders compared with 14 matched, untreated controls. The experimental method consisted of stress reduction training (breathing, concentration, and movement exercises) given over the course of the school year. Leve...
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Since the assistant principalship originated as an administrative function, it is not surprising that assistant principals' primary responsibilities have always centered on routine administrative tasks, custodial duties, and discipline. Recent efforts to expand the assistant principal's role to include instructional leadership can be historically l...
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Attention is focused, in this article, on the dilemmas of the supervisory role and the shift from a bureaucratic to a collegial culture. This article, based on practitioner reflection, provides anecdotal evidence to support the move from a bureaucratic culture to a collegial one. The author documents a basic conflict he has experienced which hinder...
Book
This work explains the rise and evolution of an occupational group in its efforts to professionalize, and offers an interpretive analysis of the factors that have historically shaped and influenced public school supervision.
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In this paper, a college professor applies existential philosophic thought to his "everyday teaching practice." He points out the stifling effects of working within a bureaucratic school organization. He presents personal experiences in dealing with the problems encountered daily in the classroom. The professor believes it is possible to, in the wo...
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In the early twentieth century, supervisors began to move toward increasing professionalism in their positions. In the late nineteenth century, supervision was characterized by bureaucratic methods in a centralized school management system. Research reveals that after the turn of the century, there was a concerted effort by supervisors to deemphasi...
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Argues that studying the history of school supervision can aid understanding of current problems and future possibilities for supervision in schools. Presents a brief history of American school supervision in the late 19th and early 20th centuries. (JG)
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Thesis--Teachers College, Columbia University. Includes bibliographical references (leaves 424-445). Microfilm of typescript.
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Structured Abstract Background: Schools have traditionally excluded the "non-traditional" students possessing different learning needs and requiring special educational services. Many schools are not philosophically committed to inclusive pedagogy, nor have they been able to commit sufficient resources, financial and otherwise, to support such init...

Questions

Questions (4)
Question
Looking for contributors to write a chapter for my new book: "Managerial School Leadership: New Skills for the 21st Century."
Question
WRITE A BOOK: Call For Submissions Bridging Theory and Practice: The Rowman and Littlefield Leadership Series We seek manuscripts that bridge theory with practice.
Anyone involved or interested in school leadership, from teacher leaders, to leaders of teachers, to those who work with and teach them, is welcome to submit a proposal. For more info email Prof. Glanz at yosglanz@gmail.com
Question
Can you principals, past or current, please complete this survey and share it with others.  Thank you:

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Projects (17)
Project
We are going to publish an edited book on Principal Recruitment and Retention. If you or someone you know would like more information on the possibility of contributing a book chapter, please send me an email: yosglanz@gmail.com and or respond here, Thanks
Archived project
Glanz, J. (2021). John Dewey’s Critique of Scientific Dogmatism in Education and Implications for Supervision. Journal of Educational Supervision, 4 (1). https://doi.org/10.31045/jes.4.1.4
Project
I am proud to announce that the Journal of Educational Supervision has just finished its first full year! With five new articles published this past year, we are proud to highlight the work of the following scholars (listed in order of when they were published in 2018): Jeffrey Glanz (https://doi.org/10.31045/jes.1.1.1) Megan E. Lynch (https://doi.org/10.31045/jes.1.1.2) Pamela Adams, Carmen Mombourquette, Jim Brandon, Darryl Hunter, Sharon Friesen, Kim Koh, Dennis Parsons, and Bonnie Stelmach (https://doi.org/10.31045/jes.1.2.1) Stephen P. Gordon (https://doi.org/10.31045/jes.1.2.2) Craig Willey and Paula A. Magee (https://doi.org/10.31045/jes.1.2.3) These are five amazing articles that will help preserve and further the field of supervision. If you have not done so already, please access the articles using the provided DOI. Of even greater importance, please share your favorite articles with others using your social media platform, as posting or tweeting these DOI brings new traffic to our journal. This is of utmost importance for the growth of our journal, so please share these DOI with your followers today so we can help JES grow. This message officially marks the end of Volume 1, Issue 2 of JES. We are now accepting submissions for our next issue, which we hope to finalize sometime in late Spring 2019. If you have a piece you would like to submit to our journal, please do so soon! Finally, we are pleased to announce a Call for a Special Issue, which is titled, Advancing Supervision in Clinically-Based Teacher Education. This special edition will be co-edited by Dr. Laura Baecher (lbaecher@hunter.cuny.edu) and Dr. Rebecca W. Burns (rebeccaburns@usf.edu). For more information, please email either of them directly. Submission deadline is June 1, 2019. When submitting, PLEASE NOTE YOUR SUBMISSION SHOULD BE CONSIDERED FOR THE SPECIAL ISSUE. Please remember, we need submissions and reviewers to continue to develop our field of study. If you have not already done so, please reach out to me if you are willing to review or if you have an idea for a submission. Have a wonderful start to your week! Kindly, Ian Ian Mette, Ph.D. Assistant Professor of Educational Leadership Educational Leadership Program Coordinator Ed.D. Program Coordinator College of Education and Human Development University of Maine 334 Merrill Hall Orono, ME 04469 (207) 581-2733 | ian.mette@maine.edu Editor, Journal of Educational Supervision http://digitalcommons.library.umaine.edu/jes/