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Supervision : A Redefinition,9780072406634
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Supervision : A Redefinition

by
Edition:
7th
ISBN13:

9780072406634

ISBN10:
0072406631
Format:
Hardcover
Pub. Date:
8/20/2001
Publisher(s):
McGraw-Hill Humanities/Social Sciences/Languages
List Price: $111.15
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Summary

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.

Table of Contents

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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