Supervision: A Redefinition
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ISBN13: 9780073378664
Copyright: 2014
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Program Details
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Introduction
Some Background
Intellectual and Moral Dimensions of Supervisory Leadership
A Transition from Bureaucratic to Organic Management
Advocate for Student Learning
Some Reflections
Index
Intellectual and Moral Dimensions of Supervisory Leadership
A Transition from Bureaucratic to Organic Management
Advocate for Student Learning
Some Reflections
Index
Advocate for Student Learning
Some Reflections
Index
Index
About the Author
Thomas Sergiovanni
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)
Robert Starratt
Robert J. Starratt is Professor and Program Director in Educational Administration at the School of Education of Boston College. He received his Masters degree in Philosophy from Boston College, his Masters degree in Education from Harvard University, and his Doctor of Education degree from the University of Illinois, specializing in administration and curriculum theory. He has written extensively about educational leadership and the process of change. His recent books include: The Drama of Schooling/The Schooling of Drama, The Drama of Leadership, Building an Ethical School, and Transforming Educational Administration.
Vincent Cho
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Introduction
Some Background
Intellectual and Moral Dimensions of Supervisory Leadership
A Transition from Bureaucratic to Organic Management
Advocate for Student Learning
Some Reflections
Index
Intellectual and Moral Dimensions of Supervisory Leadership
A Transition from Bureaucratic to Organic Management
Advocate for Student Learning
Some Reflections
Index
Advocate for Student Learning
Some Reflections
Index
Index
About the Author
Thomas Sergiovanni
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)
Robert Starratt
Robert J. Starratt is Professor and Program Director in Educational Administration at the School of Education of Boston College. He received his Masters degree in Philosophy from Boston College, his Masters degree in Education from Harvard University, and his Doctor of Education degree from the University of Illinois, specializing in administration and curriculum theory. He has written extensively about educational leadership and the process of change. His recent books include: The Drama of Schooling/The Schooling of Drama, The Drama of Leadership, Building an Ethical School, and Transforming Educational Administration.
Vincent Cho
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