Supervision: A Redefinition

<H3>Preface<H2>Part I: The Contemporary Context of Teacher Supervision and Evaluation<H3>Chapter 1: The Context for Instructional Supervision<h4>Introduction<h4>A Day in the Life of a Principal <H4>Lessons from the Narrative<H4>The Difficulty of Defining a Role or Function like Supervision<H4>The “New” Standards-based Accountability<H4>The Diversity Policy Agenda<H4>Follow Up Activities to Chapter 1 <H4>References<H3>Chapter 2: Contemporary Issues Around Fairness in Supervision<h4>Introduction<h4>External Influences That Impact Performance on State and District Tests <H4>Internal Influences that Impact Performance on State and District Tests <H4>The Limitations and Misuse of State Tests and the Unwarranted Judgments Connected with Their “Results”<H4>Issues of Fairness within the Supervisory Process Itself<h4>Summary<h4>Follow Up Activities<h4>References<H3>Chapter 3: Issues around “Data Driven” Decision Making in Supervision<h4>Data and Its Use<h4>Some Background<h5>Data<h5>Data Use<H4>The Learning Community Context<H4>The Knowledge Management Perspective<h5>Organizational Knowledge<H4>The Unique Properties of Knowledge<H4>Conclusion: The Importance of Data-Informed Reflection<h4>Activities<H4>Building a Learning Community<h4>References<H3>Chapter 4: Issues Around Cultural Responsiveness<h4>Cura Personalis<h4>Elements of Culturally Responsive Pedagogy<H4>Potential Misperceptions about Culturally Responsive Pedagogy<H4>Culture, Poverty, and Schools<H4>Who is Served by Culturally Responsive Pedagogy? <H4>Enacting Culturally Responsive Pedagogy<H4>The Needs of Immigrant Children<H4>Addressing Regional Patterns of Economic and Racial Segregation<H4>Implications for Supervision<H4>Conclusion<H4>Activities<h4>References<H2>Part II: Foundations for Supervisors<H3>Chapter 5: Supervisors’ Perspectives on Human Development<h4>Introduction<h4>Erikson’s Model of Human Growth<H4>Implications for Supervisors<H4>Journal Reflections<h4>References<H3>Chapter 6: Supervisors’ Perspectives on Curriculum<h4>Introduction<h4>Accountability for Curriculum Standards<H4>Ways Teachers Might Think About Curriculum<H4>The Curriculum and Membership in the World<H4>The Immediacy of the Social Curriculum<H4>The Curriculum as Planned, as Taught, as Learned, and as Assessed<H5>The Curriculum as Planned<H5>The Curriculum as Taught<H5>The Curriculum as Learned<H5>The Curriculum as Assessed<H4>Where is the Curriculum?<H4>Conclusions and Implications<H4>The Unattended and Unrealized Curriculum of Membership<H4>Activities<H4>References<H3>Chapter 7: Supervisors’ Perspectives on Teaching and Learning<h4>Introduction<h4>Student Informal Experiential Learning<H4>The Schooling Experience<H4>The Learned World of the Teacher<H4>Learning as Sense-Making<H4>Pushing for Depth of Learning<H4>The Activity of Teaching<H4>Teaching and Learning in a Dysfunctional Institution<H4>Supervisors’ Applications of the Triangle Model<H4>The Focus on Quality Learning for All Students<h4>Summary<h4>Activities<h4>References<H3>Chapter 8: Supervisors’ Perspectives on the Assessment of Student Learning<h4>The Formal Assessment of Student Learning<h5>Purposes Behind Assignments<h5>Assessment Types and Their Features<H4>Technologies and Assessment<H4>Implications for Supervisors<H5>Cultivate an "Attitude of Wisdom"<H5>Rethinking the Cycle of Inquiry<H5>The Overall System of Assessment<H4>Conclusion<H4>Activities<H4>References<H3>Part III: The Practice of Supervision<H3>Chapter 9: Supervision and Evaluation: Confusions and Clarifications<h4>Introduction<h4>Evaluation by Whom<H4>Modifying the Language of Supervision: Assessment vs. Evaluation<H4>Purposes of Supervisory Activity<H4>The Emergence of Teacher Leadership<H4>Formative and Summative Supervisory Activity<H4>Summative Supervision<H4>A Redefinition of Formative Teacher Supervision<h4>Summative Teacher Supervision<h4>Applications of Formative Supervision<h4>Applications of Summative Evaluation<h4>Summary<h4>Activities<h4>Reference<H3>Chapter 10: Formative Supervision<h4>Introduction<h4>Clinical Supervision<H4>The Cycle of Clinical Supervision<H4>Pre-Observation Conference<H4>Observation of Teaching<H4>Analysis and Organization of the Data for Feedback<H4>Post-Observation Conference<H4>The Post-Observation Analysis<H4>Unrealistic Time Demands on Supervisors<H4>Similarities of the Dynamics in Clinical Supervision and Coaching<h4>The Virtue of Presence in Formative Assessment<h4>Presence as a Virtue<h4>Affirming Presence<h4>Enabling Presence<h4>Critical Presence<h4>Summary<h4>Activities<h4>References<H3>Chapter 11: Supervision and Summative Assessments<h4>Introduction<h4>Major Influences on New Summative Assessment Practices<h5>The National Board for Professional Teaching Standards (NBPTS)<h5>Teacher Advancement Program (TAP)<h5>Frameworks for Teaching (FFT)<H4>A Professional Development Culture<H4>State Initiatives<H4>Common Conceptions of State Initiatives Connected to Summative Teacher Assessments<h4>Conclusion: A Redefinition of Summative Evaluation<h4>References<H3>Chapter 12: Central Office Support for Supervision <h4>Central Offices and the Policy Environment<h5>State Standards for Teacher Evaluation<H5>Teacher Incentive Pay<H4>Supporting Supervision from the District-Level<H5>A Vision for Supervision<H5>Developing Supervisors’ Knowledge and Skills<H5>Address Political and Practical Challenges Around Evaluation<H5>Embracing Central Office’s Place in the Policy Chain<H4>Conclusion<H4>Activities<H4>References<H3>Chapter 13: Supervision and the Renewal of Schools<h4>Introduction<h4>Some Background<H4>Intellectual and Moral Dimensions of Supervisory Leadership<H4>A Transition from Bureaucratic to Organic Management<H4>Advocate for Student Learning<h4>Some Reflections<H3>Index