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