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…mehr
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. Instructors and students can now access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect® is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following: . SmartBook® - an adaptive digital version of the course textbook that personalizes your reading experience based on how well you are learning the content. . Access to your instructor's homework assignments, quizzes, syllabus, notes, reminders, and other important files for the course. . Progress dashboards that quickly show how you are performing on your assignments and tips for improvement. . The option to purchase (for a small fee) a print version of the book. This binder-ready, loose-leaf version includes free shipping. Complete system requirements to use Connect can be found here: http://www.mheducation.com/highered/platforms/connect/training-support-students.htmlHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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)
Inhaltsangabe
Preface Part I: The Contemporary Context of Teacher Supervision and Evaluation Chapter 1: The Context for Instructional Supervision Introduction A Day in the Life of a Principal Lessons from the Narrative The Difficulty of Defining a Role or Function like Supervision The "New" Standards-based Accountability The Diversity Policy Agenda Follow Up Activities to Chapter 1 References Chapter 2: Contemporary Issues Around Fairness in Supervision Introduction External 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 Itself Summary Follow Up Activities References Chapter 3: Issues around "Data Driven" Decision Making in Supervision Data and Its Use Some Background Data Data Use The Learning Community Context The Knowledge Management Perspective Organizational Knowledge The Unique Properties of Knowledge Conclusion: The Importance of Data-Informed Reflection Activities Building a Learning Community References Chapter 4: Issues Around Cultural Responsiveness Cura Personalis Elements of Culturally Responsive Pedagogy Potential Misperceptions about Culturally Responsive Pedagogy Culture, Poverty, and Schools Who is Served by Culturally Responsive Pedagogy? Enacting Culturally Responsive Pedagogy The Needs of Immigrant Children Addressing Regional Patterns of Economic and Racial Segregation Implications for Supervision Conclusion Activities References Part II: Foundations for Supervisors Chapter 5: Supervisors' Perspectives on Human Development Introduction Erikson's Model of Human Growth Implications for Supervisors Journal Reflections References Chapter 6: Supervisors' Perspectives on Curriculum Introduction Accountability for Curriculum Standards Ways Teachers Might Think About Curriculum The Curriculum and Membership in the World The Immediacy of the Social Curriculum The Curriculum as Planned, as Taught, as Learned, and as Assessed The Curriculum as Planned The Curriculum as Taught The Curriculum as Learned The Curriculum as Assessed Where is the Curriculum? Conclusions and Implications The Unattended and Unrealized Curriculum of Membership Activities References Chapter 7: Supervisors' Perspectives on Teaching and Learning Introduction Student Informal Experiential Learning The Schooling Experience The Learned World of the Teacher Learning as Sense-Making Pushing for Depth of Learning The Activity of Teaching Teaching and Learning in a Dysfunctional Institution Supervisors' Applications of the Triangle Model The Focus on Quality Learning for All Students Summary Activities References Chapter 8: Supervisors' Perspectives on the Assessment of Student Learning The Formal Assessment of Student Learning Purposes Behind Assignments Assessment Types and Their Features Technologies and Assessment Implications for Supervisors Cultivate an "Attitude of Wisdom" Rethinking the Cycle of Inquiry The Overall System of Assessment Conclusion Activities References Part III: The Practice of Supervision Chapter 9: Supervision and Evaluation: Confusions and Clarifications Introduction Evaluation by Whom Modifying the Language of Supervision: Assessment vs. Evaluation Purposes of Supervisory Activity The Emergence of Teacher Leadership Formative and Summative Supervisory Activity Summative Supervision A Redefinition of Formative Teacher Supervision Summative Teacher Supervision Applications of Formative Supervision Applications of Summative Evaluation Summary Activities Reference Chapter 10: Formative Supervision Introduction Clinical Supervision The Cycle of Clinical Supervision Pre-Observation Conference Observation of Teaching Analysis and Organization of the Data for Feedback Post-Observation Conference The Post-Observation Analysis Unrealistic Time Demands on Supervisors Similarities of the Dynamics in Clinical Supervision and Coaching The Virtue of Presence in Formative Assessment Presence as a Virtue Affirming Presence Enabling Presence Critical Presence Summary Activities References Chapter 11: Supervision and Summative Assessments Introduction Major Influences on New Summative Assessment Practices The National Board for Professional Teaching Standards (NBPTS) Teacher Advancement Program (TAP) Frameworks for Teaching (FFT) A Professional Development Culture State Initiatives Common Conceptions of State Initiatives Connected to Summative Teacher Assessments Conclusion: A Redefinition of Summative Evaluation References Chapter 12: Central Office Support for Supervision Central Offices and the Policy Environment State Standards for Teacher Evaluation Teacher Incentive Pay Supporting Supervision from the District-Level A Vision for Supervision Developing Supervisors' Knowledge and Skills Address Political and Practical Challenges Around Evaluation Embracing Central Office's Place in the Policy Chain Conclusion Activities References Chapter 13: 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
Preface Part I: The Contemporary Context of Teacher Supervision and Evaluation Chapter 1: The Context for Instructional Supervision Introduction A Day in the Life of a Principal Lessons from the Narrative The Difficulty of Defining a Role or Function like Supervision The "New" Standards-based Accountability The Diversity Policy Agenda Follow Up Activities to Chapter 1 References Chapter 2: Contemporary Issues Around Fairness in Supervision Introduction External 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 Itself Summary Follow Up Activities References Chapter 3: Issues around "Data Driven" Decision Making in Supervision Data and Its Use Some Background Data Data Use The Learning Community Context The Knowledge Management Perspective Organizational Knowledge The Unique Properties of Knowledge Conclusion: The Importance of Data-Informed Reflection Activities Building a Learning Community References Chapter 4: Issues Around Cultural Responsiveness Cura Personalis Elements of Culturally Responsive Pedagogy Potential Misperceptions about Culturally Responsive Pedagogy Culture, Poverty, and Schools Who is Served by Culturally Responsive Pedagogy? Enacting Culturally Responsive Pedagogy The Needs of Immigrant Children Addressing Regional Patterns of Economic and Racial Segregation Implications for Supervision Conclusion Activities References Part II: Foundations for Supervisors Chapter 5: Supervisors' Perspectives on Human Development Introduction Erikson's Model of Human Growth Implications for Supervisors Journal Reflections References Chapter 6: Supervisors' Perspectives on Curriculum Introduction Accountability for Curriculum Standards Ways Teachers Might Think About Curriculum The Curriculum and Membership in the World The Immediacy of the Social Curriculum The Curriculum as Planned, as Taught, as Learned, and as Assessed The Curriculum as Planned The Curriculum as Taught The Curriculum as Learned The Curriculum as Assessed Where is the Curriculum? Conclusions and Implications The Unattended and Unrealized Curriculum of Membership Activities References Chapter 7: Supervisors' Perspectives on Teaching and Learning Introduction Student Informal Experiential Learning The Schooling Experience The Learned World of the Teacher Learning as Sense-Making Pushing for Depth of Learning The Activity of Teaching Teaching and Learning in a Dysfunctional Institution Supervisors' Applications of the Triangle Model The Focus on Quality Learning for All Students Summary Activities References Chapter 8: Supervisors' Perspectives on the Assessment of Student Learning The Formal Assessment of Student Learning Purposes Behind Assignments Assessment Types and Their Features Technologies and Assessment Implications for Supervisors Cultivate an "Attitude of Wisdom" Rethinking the Cycle of Inquiry The Overall System of Assessment Conclusion Activities References Part III: The Practice of Supervision Chapter 9: Supervision and Evaluation: Confusions and Clarifications Introduction Evaluation by Whom Modifying the Language of Supervision: Assessment vs. Evaluation Purposes of Supervisory Activity The Emergence of Teacher Leadership Formative and Summative Supervisory Activity Summative Supervision A Redefinition of Formative Teacher Supervision Summative Teacher Supervision Applications of Formative Supervision Applications of Summative Evaluation Summary Activities Reference Chapter 10: Formative Supervision Introduction Clinical Supervision The Cycle of Clinical Supervision Pre-Observation Conference Observation of Teaching Analysis and Organization of the Data for Feedback Post-Observation Conference The Post-Observation Analysis Unrealistic Time Demands on Supervisors Similarities of the Dynamics in Clinical Supervision and Coaching The Virtue of Presence in Formative Assessment Presence as a Virtue Affirming Presence Enabling Presence Critical Presence Summary Activities References Chapter 11: Supervision and Summative Assessments Introduction Major Influences on New Summative Assessment Practices The National Board for Professional Teaching Standards (NBPTS) Teacher Advancement Program (TAP) Frameworks for Teaching (FFT) A Professional Development Culture State Initiatives Common Conceptions of State Initiatives Connected to Summative Teacher Assessments Conclusion: A Redefinition of Summative Evaluation References Chapter 12: Central Office Support for Supervision Central Offices and the Policy Environment State Standards for Teacher Evaluation Teacher Incentive Pay Supporting Supervision from the District-Level A Vision for Supervision Developing Supervisors' Knowledge and Skills Address Political and Practical Challenges Around Evaluation Embracing Central Office's Place in the Policy Chain Conclusion Activities References Chapter 13: 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
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