9780072406634

First published in 1971 and now the best known book in the field, Supervision: A Redefinition continues to be the leading text for combining an in-depth view of theory and research for supervision with practical applications. The Seventh Edition continues a thirty-year tradition of breaking new ground by continuously redefining the field of supervision in response to changing school contexts, policies, and realities. The practical applications are supported by a conception of supervision as moral agency. The book continues to promote a new vision, or redefinition, of supervision from that of a top-down activity performed by higher-ups in the school hierarchy, to one in which supervision is a shared activity involving all stake-holders in the school including teachers, administrators, and parents. The book sees schools as communities rather than organizations, and emphasizes the student-teacher relationship rather than bureaucratic functions.

Preface
Part I: Perspectives for Supervision
Chapter 1: Supervision and School Renewal
Both Role and Function
A Framework for Supervision
Images of Supervision
Scientific Management, Human Relations, and Neoscientific Management Supervision
Human Resources Supervision
Human Relations and Human Resources Supervision Compared
Revisiting the Supervisors
Supervision Responding to the Restructuring Agenda
A Reflection of the Restructuring Agenda
A Larger Framework for Supervision
Chapter 2: Sources of Authority for Supervisory Leadership
The Sources of Authority
Bureaucratic Authority
Personal Authority
Technical-Rational Authority
Professional Authority
Moral Authority
Supervision II
What About Control?
The Importance of Capacity Building
Chapter 3: Supervising the Learning Community
Individualism and Community
Community in the Modern World
Community in the Postmodern World
Linking Community to Learning: Community for Learning
Community as Curriculum
Supervisor D's Views
Community and School Improvement
Chapter 4: Supervision as Moral Action
Introduction
The Underside of Supervision
The Moral Heuristics of Supervisory Practice
Promoting a Moral Community
The Moral Ideal of Teaching
The Moral Character of Learning and Teaching
Basic Assumptions: Relational Learning vs. Isolated Learning
Knowledge as Familiarity and Respect Leading to Responsibility
The Moral Character of Scholarship
The Social Responsibility of Knowledge Utilization
Two Teachers With Different Understandings of Learning
Implications for Supervisors
Chapter 5: The Supervisor's Educational Platform
The Basic Competency Platform
The Democratic Socialization Platform
The Urban Teacher Platform
The Ecological Platform
Two Views of Knowledge and Learning
Elements of a Platform
The Supervisor's Platform
Approaches to Platform Clarification
Summary
Part II: Foundations for Supervision
Chapter 6: Teaching and Learning
Introduction
Four Ways of Thinking about Curriculum
Deep Understanding for All Students
Authentic Teaching and Learning
The Context of the Learner
Implications for Teaching
Standards for Authentic Pedagogy
Concern with Outcomes
Teaching for Understanding
Understanding by Design
Research on Best Practice
The Bottom Line
Chapter 7: Supervisors Engaging Curriculum and Assessment
Introduction
Standards of Content Knowledge
State Curriculum Standards
The Teaching for Understanding Curriculum
Situated Cognition
Observing the Curriculum-as-Taught
Post-observation Reflections with the Teacher
Additional Curriculum Concerns
Reflective Practice of the Teacher
Reflective Practice of the Student
Assessing the Curriculum-as-Learned
Assessment as Part of Curriculum
Self-Assessment
Authenticity in Assessment
The Force of Prior Assumptions
Summary
Appendix 7-1: Standards and Scoring Criteria for Assessment Tasks
Chapter 8: Developing Teacher Leadership
The Supervisor as a Professional
Emerging Perspectives on Teacher Leadership
Teacher Leadership in the Classroom
The Next Step
Supervisory Response
Additional Roles for Teacher Leaders
Teacher Leadership and the Restructuring Agenda
Summary
Part III: Supervision, Evaluation, and Renewal
Chapter 9: Classroom Supervision and Evaluation: Perspectives for Practice
How Scientific is Supervision and Evaluation?
Avoiding a Rationalistic Bias
Patterned Rationality
Confusing Evaluation and Measurement
Issues of Comprehensiveness
Issues of Credibility
Summary
Chapter 10: Using Standards in Supervision
Templates or Frameworks
The Interstate New Teacher Assessment and Support Consortium (INTASC)
A Framework for Enhancing Professional Practice
Using the Framework
Accomplished Teaching
Appendix 10-1: A Framework for Teaching
Chapter 11: Supervision as Professional Development and Renewal
Frameworks for Growth
Some Evidence
A Design for Planning
Teacher Centers as an Example
Appendix 11-1: The Professional Development Laboratory in District 2 as a Model for Supervision—An Account by Richard Elmore
Chapter 12: Clinical Supervision, Researching Practice, Teacher Learning
The Focus of Clinical Supervision
Supervisory Purposes
Different Purposes, Different Standards
Clinical Supervision in Practice
The Cycle of Clinical Supervision
Educational Platform
Theories Governing Teacher Behavior
The Johari Window
Helping Teachers Change
Some Evidence
Connoisseurship and Criticism
More than Describing
Criticisms of Artistic Approaches
The Evaluation Portfolio
A Caveat on the Use of Portfolios
Chapter 13: Supervisory Options for Teachers
Toward a Differentiated System
Clinical Supervision as an Option
Collegial Supervision
Looking at Student Work
Using Protocols to Help
Self-Directed Supervision
Inquiry-Based Supervision
Informal Supervision
Providing Instructional Leadership
The Components of Instructional Leadership
Assessing Our Progress
Appendix 13-1: An Example of Individual Action Research
Appendix 13-2: An Example of Cooperative Action Research
Appendix 13-3: Outlining the Participatory Lesson—Sample Documents
Appendix 13-4: Questions to Guide Schools in Assessing Their Professional Development, Supervision, and Staff Development Efforts
Chapter 14: Supervision and Summative Evaluations
Problems with Summative Evaluations of Teachers
Need for a New System
The Evaluation System of Sunlight School District
A Deeper Look at Student Learning
Assessment for Authentic Student Learning
Summary
Part IV: Providing Leadership
Chapter 15: Motivation, Satisfaction, and the Teachers' Workplace
Bureaucratic and Professional Work
Teachers as Origins and Pawns
A Framework for Understanding Teacher Motivation
What Gets Rewarded Gets Done
Maslow's Theory as an Example
What is Rewarding Gets Done
What is Good Gets Done
A Sense of Calling
Chapter 16: School Climate, Culture, and Change
The Importance of School Climate
The Healthy School
Climate and Learning
School Climate and Group Behavior
School Culture
Levels of Culture
Identifying the Culture of Your School
Planning for Change Teacher by Teacher
Collegiality as Linchpin
The Supervisor is Key
Chapter 17: Supervision and the Renewal of Schools
Intellectual and Moral Dimensions of Supervisory Leadership
A Transition From Bureaucratic to Organic Management
Index

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Supervision : A Redefinition

Supervision : A Redefinition

0072406631

Summary

Table of Contents

Part I: Perspectives for Supervision

Chapter 1: Supervision and School Renewal

Both Role and Function

A Framework for Supervision

Images of Supervision

Scientific Management, Human Relations, and Neoscientific Management Supervision

Human Resources Supervision

Human Relations and Human Resources Supervision Compared

Revisiting the Supervisors

Supervision Responding to the Restructuring Agenda

A Reflection of the Restructuring Agenda

A Larger Framework for Supervision

Chapter 2: Sources of Authority for Supervisory Leadership

The Sources of Authority

Bureaucratic Authority

Personal Authority

Technical-Rational Authority

Professional Authority

Moral Authority

Supervision II

What About Control?

The Importance of Capacity Building

Chapter 3: Supervising the Learning Community

Individualism and Community

Community in the Modern World

Community in the Postmodern World

Linking Community to Learning: Community for Learning

Community as Curriculum

Supervisor D's Views

Community and School Improvement

Chapter 4: Supervision as Moral Action

Introduction

The Underside of Supervision

The Moral Heuristics of Supervisory Practice

Promoting a Moral Community

The Moral Ideal of Teaching

The Moral Character of Learning and Teaching

Basic Assumptions: Relational Learning vs. Isolated Learning

Knowledge as Familiarity and Respect Leading to Responsibility

The Moral Character of Scholarship

The Social Responsibility of Knowledge Utilization

Two Teachers With Different Understandings of Learning

Implications for Supervisors

Chapter 5: The Supervisor's Educational Platform

The Basic Competency Platform

The Democratic Socialization Platform

The Urban Teacher Platform

The Ecological Platform

Two Views of Knowledge and Learning

Elements of a Platform

The Supervisor's Platform

Approaches to Platform Clarification

Summary

Part II: Foundations for Supervision

Chapter 6: Teaching and Learning

Introduction

Four Ways of Thinking about Curriculum

Deep Understanding for All Students

Authentic Teaching and Learning

The Context of the Learner

Implications for Teaching

Standards for Authentic Pedagogy

Concern with Outcomes

Teaching for Understanding

Understanding by Design

Research on Best Practice

The Bottom Line

Chapter 7: Supervisors Engaging Curriculum and Assessment

Introduction

Standards of Content Knowledge

State Curriculum Standards

The Teaching for Understanding Curriculum

Situated Cognition