Supervision: A Redefinition / Edition 9

by Vincent Cho, Thomas J. Sergiovanni, Robert J. Starratt

Overview

The ninth edition of Supervision: A Redefinition is a research-based guide to the practice of supervision that aims to clarify the major challenges teachers and supervisors face within the policy context; focus on essential, foundational understandings that feed the integrity of teaching and supervision; and explore the complexities of the practice of supervision and teaching which supervisors must deal with. The 9th edition re-defines supervision once again in light of the complex demands being placed on principals and central office administrators, while continuing to emphasize the book’s original theme of human perspectives.

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Product Details

ISBN-13:	9780073378664
Publisher:	McGraw Hill LLC
Publication date:	03/22/2013
Edition description:	New Edition
Pages:	216
Product dimensions:	6.30(w) x 9.20(h) x 0.50(d)
Age Range:	18 Years

About the Author

Vincent Cho is Assistant Professor of Educational Leadership at the Lynch School of Education at Boston College. He received his master’s degree from the University of Houston as a member of its Urban Principals Program. He completed
his Ph.D. in Educational Policy and Planning at The University of Texas at Austin. His dissertation and journal publications have addressed issues around technologies, school practices, and district policies that support data use.

Thomas J. Sergiovanni is Lillian Radford Professor of Education and Administration in Trinity University, San Antonio, Texas. He received his BS degree (1958) in elementary education from the State University of New York, Geneseo; his MA degree (1959) in educational administration from Teachers College, Columbia University; and his Ed.D. degree (1966), also in educational administration, from the University of Rochester. Sergiovanni also holds the Doctor of Humane Letters degree from the University of San Diego and the Doctor of Humane Letters degree from the State University of New York. From 1958 to 1964, he was an elementary school teacher and science consultant in New York state and taught in the teacher education program at the State University of New York, Buffalo. In 1966, he began nineteen years on the educational administration faculty at the University of Illinois, Urbana-Champaign, where he chaired the department for seven years. At Trinity University, Sergiovanni teaches in the school leadership program and in the five-year teacher education program. He is senior fellow at the Center for Educational Leadership and the founding director of the Trinity Principals' Center. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of the Journal of Personnel Evaluation in Education, , Catholic Education: A Journal of Inquiry and Practice and Schools: Studies in Education. Among his recent books are Moral Leadership: Getting to the Heart of School Improvement (1992), Building Community in Schools (1994), Leadership for the Schoolhouse: How Is It Different? Why Is It Important? (1996), Rethinking Leadership (1999), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Leadership: What's In It For Schools (2001), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005) and The Principalship: A Reflective Practice Perspective, 5E (2006)

Robert J. Starratt is Professor and Program Director in Educational Administration at the School of Education of Boston College. He received his Masters degree in Philosophy from Boston College, his Masters degree in Education from Harvard University, and his Doctor of Education degree from the University of Illinois, specializing in administration and curriculum theory. He has written extensively about educational leadership and the process of change. His recent books include: The Drama of Schooling/The Schooling of Drama, The Drama of Leadership, Building an Ethical School, and Transforming Educational Administration.

Table of Contents

Preface
Part I: Perspectives for Supervision

Chapter 1: A Framework for Supervision

Introduction

Some Background
Both Role and Function
Leading and Learning Together
A Framework for Supervision
Images of Supervision Scenario
Scientific Management, Human Relations, and Neoscientific Management Supervision
Human Resources Supervision
Human Relations and Human Resources Supervision Compared

Revisiting the Supervisors

Summary

Some Reflections

Chapter 2: Sources of Authority for Supervisory Leadership

Introduction

Some Background
The Sources of Authority
Bureaucratic Authority
Personal Authority
Professional Authority
Moral Authority
Leading with Ideas
Accountability Writ Large
Instructional Coherance
ESSPAR: Ideas in Action
Distributed Accountability
Trust First
Supervision II
What About Control?
The Importance of Capacity Building

Summary

Some Reflections

Chapter 3: Supervising the Learning Community

Introduction

Some Background
Linking Community to Learning: Community for Learning
Community as Curriculum
The Learning Community of Teachers
The Learning Process in a Learning Community

Primary and Secondary Reflective Practice
Building a Learning Community

Summary

Some Reflections

Chapter 4: Supervision as Moral Action

Introduction

Some Background
The Moral Ground Rules 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

Summary

Some Reflections

Chapter 5: The Supervisor's Educational Platform

Introduction

Some Background
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

Reflection
Part II: Foundations for Supervision

Chapter 6: Teaching and Learning

Introduction

Some Background
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

Summary

Some Reflections

Chapter 7: Supervisors Engaging Curriculum Through Assessment

Introduction

Some Background
Assessment within Mandated Accountability
A Deeper View of Assessment
Constructivist Teaching and Learning
Reflective Practice
A More Thoughtful Assessment System
Assessment as Part of Curriculum
Self-Assessment
Authenticity in Assessment
The Force of Prior Assumptions

Summary

Some Reflections

Chapter 8: Developing Teacher Leadership

Introduction

Some Background
The Supervisor as a Professional
Emerging Perspectives on Teacher Leadership
Teacher Leadership in the Classroom
Teacher Leadership in Comprehensive School Reform
Teacher Leadership as Relational
Implications for Supervisors

Summary

Some Reflections

Part III: Supervision, Evaluation, and Renewal

Chapter 9: Classroom Supervision and Evaluation: Perspectives for Practice

Introduction

Some Background
How Scientific is Supervision and Evaluation?
Avoiding a Rationalistic Bias
Patterned Rationality
Confusing Evaluation and Measurement
Issues of Comprehensiveness
Issues of Credibility

Summary

Some Reflections

Chapter 10: Using Standards in Supervision

Introduction

Some Background
Templates or Frameworks
A Framework for Enhancing Professional Practice
Using the Framework
Accomplished Teaching
Standards for Supervision
The Educational Leadership Constituent Counsil (ELCC) Standards
Distributing Responsibility for Supervision
It's About Teachers Learning

Summary

Some Reflections

Chapter 11: Supervision as Professional Development and Renewal

Introduction

Some Background
Frameworks for Growth
Some Evidence
A Design for Planning

Summary

Some Reflections

Chapter 12: Clinical Supervision and Coaching

Introduction

Some Background
The Focus of Clinical Supervision
Supervisory Purposes
Different Purposes, Different Standards
Clinical Supervision in Practice
The Cycle of Clinical Supervision
A Shortcut Strategy for Clinical Supervision
Educational Platform
Theories Governing Teacher Behavior
The Johari Window
Helping Teachers Change
The Teaching Portfolio
Coaching
Coaches as Roving Leaders
Change Coaches and Content Coaches
Training for Coaches
Collaborative Coaching and Learning (CCL)

Summary

Some Reflections

Chapter 13: Supervisory Options for Teachers

Introduction

Some Background
Clinical Supervision as an Option
Peer Supervision

Looking at Student Work

Using Protocols to Help
Self-Directed Supervision
Inquiry-Based Supervision
Informal Supervision
Learning Walks
Student Engagement as Example
Learning Walks in Boston
Providing Instructional Leadership
The Components of Instructional Leadership
Becoming a Teacher Leader

Summary

Some Reflections

Chapter 14: Supervision and Summative Evaluations

Introduction

Some Background
Problems with Summative Evaluations of Teachers

Need for a New System
Types of Teacher Evaluation
Teacher Evaluation in the Sunlight School District
A Deeper Look at Student Learning

Summary

Some Reflections
Part IV: Providing Leadership

Chapter 15: Motivation, Satisfaction, and the Teachers' Workplace

Introduction

Some Background
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

Summary

Some Reflections

Chapter 16: School Climate, Culture, and Change

Introduction

Some Background
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

Summary

Some Reflections

Chapter 17: Supervision and the Renewal of Schools

Introduction

Some Background
Intellectual and Moral Dimensions of Supervisory Leadership
A Transition from Bureaucratic to Organic Management
Advocate for Student Learning

Some Reflections

Index