Supervision: A Redefinition

by Sergiovanni, Thomas; Starratt, Robert

• ISBN13: 9780073131269
• ISBN10: 0073131261
• Edition: 8th
• Format: Hardcover
• Copyright: 2006-03-29
• Publisher: McGraw-Hill Humanities/Social Sciences/Languages

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 Eighth Edition continues a thirty plus 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. A greater effort has been made to show how the book's ideas can be used to help supervisors improve their effectiveness. Practical ideas abound.

Author Biography

Robert J. Starratt is Professor of Educational Administration at the Lynch School of Education at Boston College. Thomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University.

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