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This edition continues to promote a new vision 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. This edition of the text continues to emphasize the moral implications of supervision and teaching. The revision places greater emphasis on the role of community and the link between the learning community, students, and teachers. A new chapter 4, Community as a Force for Change, argues that teachers must assume more responsibility in order to bring about reform. Chapter 6 now redefines collegiality more deeply as a self-obligation to collaborate with others.

Tabla de contenidos provista por Syndetics

• 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