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Supervision: A Redefinition / Edition 6

Supervision: A Redefinition / Edition 6

by Thomas J. Sergiovanni, Robert J. Starratt, Robert J. Starratt

ISBN-10: 0070578915

ISBN-13: 9780070578913

Pub. Date: 09/28/1997

Publisher: McGraw-Hill Higher Education

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


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.

Product Details

McGraw-Hill Higher Education
Publication date:
Edition description:
Older Edition
Product dimensions:
6.69(w) x 9.84(h) x (d)

Table of Contents


Part I: Perspectives for Supervision

Chapter 1: A Framework for Supervision


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


Some Reflections

Chapter 2: Sources of Authority for Supervisory Leadership


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


Some Reflections

Chapter 3: Supervising the Learning Community


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


Some Reflections

Chapter 4: Supervision as Moral Action


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 RespectLeading to Responsibility

The Moral Character of Scholarship

The Social Responsibility of Knowledge Utilization

Two Teachers With Different Understandings of Learning


Some Reflections

Chapter 5: The Supervisor's Educational Platform


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



Part II: Foundations for Supervision

Chapter 6: Teaching and Learning


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


Some Reflections

Chapter 7: Supervisors Engaging Curriculum Through Assessment


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


Authenticity in Assessment

The Force of Prior Assumptions


Some Reflections

Chapter 8: Developing Teacher Leadership


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


Some Reflections

Part III: Supervision, Evaluation, and Renewal

Chapter 9: Classroom Supervision and Evaluation: Perspectives for Practice


Some Background

How Scientific is Supervision and Evaluation?

Avoiding a Rationalistic Bias

Patterned Rationality

Confusing Evaluation and Measurement

Issues of Comprehensiveness

Issues of Credibility


Some Reflections

Chapter 10: Using Standards in Supervision


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


Some Reflections

Chapter 11: Supervision as Professional Development and Renewal


Some Background

Frameworks for Growth

Some Evidence

A Design for Planning


Some Reflections

Chapter 12: Clinical Supervision and Coaching


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


Coaches as Roving Leaders

Change Coaches and Content Coaches

Training for Coaches

Collaborative Coaching and Learning (CCL)


Some Reflections

Chapter 13: Supervisory Options for Teachers


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


Some Reflections

Chapter 14: Supervision and Summative Evaluations


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


Some Reflections

Part IV: Providing Leadership

Chapter 15: Motivation, Satisfaction, and the Teachers' Workplace


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


Some Reflections

Chapter 16: School Climate, Culture, and Change


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


Some Reflections

Chapter 17: Supervision and the Renewal of Schools


Some Background

Intellectual and Moral Dimensions of Supervisory Leadership

A Transition from Bureaucratic to Organic Management

Advocate for Student Learning

Some Reflections


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