Supervision: A Redefinition
9th Edition
Published on 16. March 2013
Book
Hardback
216 pages
978-0-07-337866-4 (ISBN)
Description
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.
More details
Edition
9th edition
Language
English
Place of publication
United States
Publishing group
McGraw-Hill Education - Europe
Target group
College/higher education
US School Grade: College Freshman
Product notice
sewn/stitched
Cloth over boards
Illustrations
32 Illustrations
Dimensions
Height: 234 mm
Width: 160 mm
Thickness: 15 mm
Weight
454 gr
ISBN-13
978-0-07-337866-4 (9780073378664)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
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.
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 completedhis 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.
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.
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 completedhis 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.
Content
PrefacePart 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 SupervisionConclusionActivitiesReferencesPart 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 AssessmentConclusionActivitiesReferencesPart 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