Supervision: A Redefinition

The best known book in the field, "Supervision: A Redefinition" is a research-based guide to the practice and philosophy of supervision. Practical applications are supported by a conception of supervision as moral agency, and the book continues to promote a redefinition of supervision from a traditional top-down hierarchy to a shared activity involving all stake-holders in the school - including teachers, administrators, and parents. The eighth edition continues a thirty-plus year tradition of breaking new ground by reconsidering the field of supervision in response to changing school contexts, policies, and realities. The new edition shows even more clearly how the book's ideas can be used to help supervisors improve their effectiveness: practical suggestions abound.

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

About the Author :
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. 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, Teachers College Record, and Catholic Education: A Journal of Inquiry and Practice. Among his recent books are Moral Leadership: Getting to the Heart of School Improvement (1992), Building Community in Schools (1994), The Principalship: A Reflective Practice Perspective (1995), Leadership for the Schoolhouse: How Is It Different? Why Is It Important? (1996), Rethinking Leadership (1999), and The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000). 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.