Table of Contents
Foreword -- Preface -- Part I Introduction -- 1 Toward Standards for Instructional Supervision: A Genealogy of Standards/Henry St. Maurice and Perry Cook -- Etymology -- Historical Background -- Standards for Supervision -- Conclusions -- References -- 2 Standards for Instructional Supervision: Questions and Issues/Judy Castles-Bentley, Sharon Fillion, David Allen, Jane Ross, Stephen P. Gordon -- What Are Modern Professional Standards in Education, and Where Did They Come From? -- Should There Be Standards for Instructional Supervision? -- Who Should Develop Standards? -- What Should Be the Process for Developing Standards? -- What Should Be the Scope of Supervision Standards? -- Supervision Processes -- Knowledge, Skills, and Disposition -- Scope of Proposed Standard -- Should Standards Be Differentiated? -- How Should Standards Be Organized? -- What Should Be the Relationship Between Standards and Assessment? -- References -- Part II Cultural Standards -- 3 Standards of Democratic Supervision/Duncan Waite -- The Three Sides to Democratic Supervision -- Democratic Supervision: Goals, Contexts, and Rationales -- Supervising in More Democratic Ways -- Professional Development Activity -- Assessment -- References -- 4 Standards of Ethical Learning and Teachin/Robert J. Starratt -- The Moral Character of School Learning -- Learning as Virtuous Activity -- The Realpolitic of Accountability -- A Model of Supervision That Attends to the Moral Character of Learnin -- Professional Development Activities -- References -- 5 Standards of Collegiality and Collaboratio/Sally J. Zepeda -- Standard 1: Successful Supervision Creates and Sustains a Learning Community -- Standard 2: Successful Supervision Reduces Isolatio -- Standard 3: Successful Supervision Promotes Cooperation and Risk Taking -- Standard 4: Successful Supervision Promotes “Can Do” and Safety Net -- Standard 5: Successful Supervision Pays Attention to Affective Domains -- Standard 6: Successful Supervision Stimulates Development of Differentiated Forms of Supervision -- Professional Development Activity -- References -- 6 Standards of Reflective Practice/Daisy Arredondo Rucinski -- Background -- Why Is Reflective Practice Important? -- Some Background -- Reflective Practice Standards and Applications -- Developing and Assessing the Reflective Practice Standard -- Professional Development Activity -- Criterion for Assessment -- Conclusion -- References -- 7 Standards of Critical Inquir/John Smyth -- Rationale -- Standards for Critical Inquiry in Instructional Supervisio -- Professional Development Activity -- Note -- Reference -- 8 Standards of Diversity/Geneva Gay -- Nine Standards For and About Diversity -- Rationale for Standards on Education for Diversity -- Sample Professional Development Activity -- Assessment Criteria -- References -- Part 3 Process Standards -- 9 Standards for Clinical Supervision/Elaine Stotko, Edward Pajak, and Lee Goldsberry -- Overview -- Standards for Clinical Supervision -- Standard 1: Clinical Supervision Is Grounded in Understanding of Students and Context -- Standard 2: Clinical Supervision Grounded in Understanding of Pedagogy -- Standard 3: Clinical Supervision Elicits Salient Educational Consideration from Teachers -- Standard 4: Clinical Supervision Provides for Diverse Styles -- Standard 5: Clinical Supervision Models That Learning to Teach Is a Developmental Process -- Standard 6: Clinical Supervision Helps Teachers (and Supervisors) Articulate and Document -- Standard 7: Clinical Supervision Models Special Qualities -- Standard 8: Clinical Supervision Helps Teachers Build Their Professional Identity -- Professional Development Activity -- The Espoused Platform -- Active Listening -- Active Listening Moves -- The Activit -- A Final Thought About Standards -- Reference -- 10 Standards for Teacher Evaluation/Patricia E. Holland -- Standards for Teacher Evaluation -- Standard 1: Successful Supervision Employs Differentiated Procedures for Teacher Evaluation -- Standard 2: Successful Supervision Requires Collaboration and Partnership -- Standard 3: Successful Supervision Evaluates Teachers Using Multiple Data Sources -- Standard 4: Successful Supervision Recognizes the Nature of Teaching Evaluation -- Standard 5: Successful Supervision Ties Teaching Evaluation to Professional Development Goals and School and/or Program Improvement Goals -- Standard 6: Successful Supervision Ensures Clarity of Evaluation Policies, Goals, and Outcomes -- Why Standards for Teacher Evaluation Are Important -- Professional Development Activity -- Assessment Criteria -- Reference -- 11 Standards for Supervision of Professional Development/Stephen P. Gordon -- Supervision Standards for Professional Development -- Standard 1: Successful Supervision Involves Participants -- Standard 2: Successful Supervision Facilitates Job-Embedded Professional Developmen -- Standard 3: Successful Supervision Assists Gathering and Analyzing Data on Student Learning -- Standard 4: Successful Supervision Offers Opportunities for Dialogue -- Standard 5: Successful Supervision Differentiates Professional Development Activities -- Standard 6: Successful Supervision Facilitates Self- Assessment and Self-Directed Development -- Professional Development Activity -- Assessment Criteria -- References: -- 12 Standards for Supervision of Curriculum Development/Bernard Badiali -- Standards for Successful Curriculum Supervision -- Standard 1: Successful Supervision Assists Identification of Individual and Collective Platforms of Beliefs -- Standard 2: Successful Supervision Involves Collaboration With Stakeholders -- Standard 3: Successful Supervision Renders Clarity to Curriculum Policy and Processes -- Standard 4: Successful Supervision Fosters Curriculum Deliberation Using Theory, Research, and Practic -- Standard 5: Successful Supervision Ensures That Curriculum Planning Leads to Curriculum Implementation -- Standard 6: Successful Supervision Insures Equitable Access to Knowledge for All Students -- Professional Development Activity -- Curriculum Platform Q-Sort -- Rating Guide for the Curriculum Platform Q-Sort -- Making Sense of Your Ratings -- Assessment Criteria: -- Reference -- 13 Standards for Supervision of Action Research/Jeffrey Glanz -- Overview -- Case Study -- Reflective Questions About Case Study -- Professional Development Activity -- Assessment Criteria -- Conclusion -- Reference -- 14 Standards for Program Evaluation/James F. Nolan, J -- Differences Between Evaluation and Research -- Evaluation Goals, Objectives, and Questions -- Identifying Data Collection Methods -- Ensure Validity and Reliability -- Making the Basis for Value Judgments Clear -- Evaluation Addresses Both Strengths and Weaknesses -- Formative and Summative Evaluatio -- Conclusion -- Professional Development Activity -- Assessment Criteria -- Reference -- Appendix: List of All Proposed Standards -- Standards of Democratic Supervision -- Standards of Ethical Learning and Teaching -- Standards of Collegiality and Collaboration -- Standards of Reflective Practice -- Standards of Critical Inquiry -- Standards of Diversity -- Standards for Clinical Supervision -- Standards for Teacher Evaluation -- Standards for Supervision of Professional Development -- Standards for Supervision of Curriculum Developmen -- Standards for Supervision of Action Research -- Standards for Program Evaluation.
