Description
Book SynopsisThe 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 bookâs original theme of human perspectives.
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Table of ContentsPreface
Part I: The Contemporary Context of Teacher Supervision and EvaluationChapter 1: The Context for Instructional SupervisionIntroductionA Day in the Life of a Principal Lessons from the NarrativeThe Difficulty of Defining a Role or Function like SupervisionThe “New” Standards-based AccountabilityThe Diversity Policy AgendaFollow Up Activities to Chapter 1 ReferencesChapter 2: Contemporary Issues Around Fairness in SupervisionIntroductionExternal Influences That Impact Performance on State and District Tests Internal Influences that Impact Performance on State and District Tests The Limitations and Misuse of State Tests and the Unwarranted Judgments Connected with Their “Results”Issues of Fairness within the Supervisory Process ItselfSummaryFollow Up ActivitiesReferencesChapter 3: Issues around “Data Driven” Decision Making in SupervisionData and Its UseSome BackgroundDataData UseThe Learning Community ContextThe Knowledge Management PerspectiveOrganizational KnowledgeThe Unique Properties of KnowledgeConclusion: The Importance of Data-Informed ReflectionActivitiesBuilding a Learning CommunityReferencesChapter 4: Issues Around Cultural ResponsivenessCura PersonalisElements of Culturally Responsive PedagogyPotential Misperceptions about Culturally Responsive PedagogyCulture, Poverty, and SchoolsWho is Served by Culturally Responsive Pedagogy? Enacting Culturally Responsive PedagogyThe Needs of Immigrant ChildrenAddressing Regional Patterns of Economic and Racial SegregationImplications for SupervisionConclusionActivitiesReferences
Part II: Foundations for SupervisorsChapter 5: Supervisors’ Perspectives on Human DevelopmentIntroductionErikson’s Model of Human GrowthImplications for SupervisorsJournal ReflectionsReferencesChapter 6: Supervisors’ Perspectives on CurriculumIntroductionAccountability for Curriculum StandardsWays Teachers Might Think About CurriculumThe Curriculum and Membership in the WorldThe Immediacy of the Social CurriculumThe Curriculum as Planned, as Taught, as Learned, and as AssessedThe Curriculum as PlannedThe Curriculum as TaughtThe Curriculum as LearnedThe Curriculum as AssessedWhere is the Curriculum?Conclusions and ImplicationsThe Unattended and Unrealized Curriculum of MembershipActivitiesReferencesChapter 7: Supervisors’ Perspectives on Teaching and LearningIntroductionStudent Informal Experiential LearningThe Schooling ExperienceThe Learned World of the TeacherLearning as Sense-MakingPushing for Depth of LearningThe Activity of TeachingTeaching and Learning in a Dysfunctional InstitutionSupervisors’ Applications of the Triangle ModelThe Focus on Quality Learning for All StudentsSummaryActivitiesReferencesChapter 8: Supervisors’ Perspectives on the Assessment of Student LearningThe Formal Assessment of Student LearningPurposes Behind AssignmentsAssessment Types and Their FeaturesTechnologies and AssessmentImplications for SupervisorsCultivate an "Attitude of Wisdom"Rethinking the Cycle of InquiryThe Overall System of AssessmentConclusionActivitiesReferences
Part III: The Practice of SupervisionChapter 9: Supervision and Evaluation: Confusions and ClarificationsIntroductionEvaluation by WhomModifying the Language of Supervision: Assessment vs. EvaluationPurposes of Supervisory ActivityThe Emergence of Teacher LeadershipFormative and Summative Supervisory ActivitySummative SupervisionA Redefinition of Formative Teacher SupervisionSummative Teacher SupervisionApplications of Formative SupervisionApplications of Summative EvaluationSummaryActivitiesReferenceChapter 10: Formative SupervisionIntroductionClinical SupervisionThe Cycle of Clinical SupervisionPre-Observation ConferenceObservation of TeachingAnalysis and Organization of the Data for FeedbackPost-Observation ConferenceThe Post-Observation AnalysisUnrealistic Time Demands on SupervisorsSimilarities of the Dynamics in Clinical Supervision and CoachingThe Virtue of Presence in Formative AssessmentPresence as a VirtueAffirming PresenceEnabling PresenceCritical PresenceSummaryActivitiesReferencesChapter 11: Supervision and Summative AssessmentsIntroductionMajor Influences on New Summative Assessment PracticesThe National Board for Professional Teaching Standards (NBPTS)Teacher Advancement Program (TAP)Frameworks for Teaching (FFT)A Professional Development CultureState InitiativesCommon Conceptions of State Initiatives Connected to Summative Teacher AssessmentsConclusion: A Redefinition of Summative EvaluationReferencesChapter 12: Central Office Support for Supervision Central Offices and the Policy EnvironmentState Standards for Teacher EvaluationTeacher Incentive PaySupporting Supervision from the District-LevelA Vision for SupervisionDeveloping Supervisors’ Knowledge and SkillsAddress Political and Practical Challenges Around EvaluationEmbracing Central Office’s Place in the Policy ChainConclusionActivitiesReferencesChapter 13: Supervision and the Renewal of SchoolsIntroductionSome BackgroundIntellectual and Moral Dimensions of Supervisory LeadershipA Transition from Bureaucratic to Organic ManagementAdvocate for Student LearningSome ReflectionsIndex
