000			06689nam a2200181 4500
999			_c310 _d310
020			_a0072406631
050			_aLB2806 _b.4.S47
100			_aSergiovanni J. Thomas
245			_aSupervision _bA Redefinition
250			_a7th ed.
260			_aU.S.A _bMcGraw-Hill Higher Education _c2002
300			_axii,338 p. _bill. _c23.4 cm
500			_aIncludes index.
505			_aPreface 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 IIWhat 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 Support Consortium (INTASC)A Framework for Enhancing Professional Practice Using the Framework Accomplished Teaching Appendix 10-1: A Framework for Teaching Chapter 11: Supervision as Professional Development and Renewal Frameworks for Growth Some Evidence A Design for Planning Teacher Centers as an Example Appendix 11-1: The Professional Development Laboratory in District 2 as a Model for Supervision--An Account by Richard Elmore Chapter 12: Clinical Supervision, Researching Practice, Teacher Learning The Focus of Clinical Supervision Supervisory Purposes Different Purposes, Different Standards Clinical Supervision in Practice The Cycle of Clinical Supervision Educational Platform Theories Governing Teacher Behavior The Johari Window Helping Teachers Change Some Evidence Connoisseurship and Criticism More than Describing Criticisms of Artistic Approaches The Evaluation Portfolio A Caveat on the Use of Portfolios Chapter 13: Supervisory Options for Teachers Toward a Differentiated SystemClinical Supervision as an OptionCollegial Supervision Looking at Student Work Using Protocols to Help Self-Directed Supervision Inquiry-Based Supervision Informal Supervision Providing Instructional Leadership The Components of Instructional Leadership Assessing Our Progress Appendix 13-1: An Example of Individual Action Research Appendix 13-2: An Example of Cooperative Action Research Appendix 13-3: Outlining the Participatory Lesson--Sample Documents Appendix 13-4: Questions to Guide Schools in Assessing Their Professional Development, Supervision, and Staff Development Efforts Chapter 14: Supervision and Summative Evaluations Problems with Summative Evaluations of Teachers Need for a New System The Evaluation System of Sunlight School District A Deeper Look at Student Learning Assessment for Authentic Student Learning Summary Part IV: Providing Leadership Chapter 15: Motivation, Satisfaction, and the Teachers' Workplace 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 DoneWhat is Good Gets Done A Sense of Calling Chapter 16: School Climate, Culture, and Change 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 Chapter 17: Supervision and the Renewal of Schools Intellectual and Moral Dimensions of Supervisory Leadership A Transition From Bureaucratic to Organic Management Index
650			_aSchool Supervision. _xSchool personnel management.
700			_aStarratt J. Robert
942			_cBK