PrefacePart I: Perspectives for SupervisionChapter 1: Supervision and School RenewalBoth Role and FunctionA Framework for SupervisionImages of SupervisionScientific Management, Human Relations, and Neoscientific Management SupervisionHuman Resources SupervisionHuman Relations and Human Resources Supervision ComparedRevisiting the SupervisorsSupervision Responding to the Restructuring AgendaA Reflection of the Restructuring AgendaA Larger Framework for SupervisionChapter 2: Sources of Authority for Supervisory LeadershipThe Sources of AuthorityBureaucratic AuthorityPersonal AuthorityTechnical-Rational AuthorityProfessional AuthorityMoral AuthoritySupervision IIWhat About Control?The Importance of Capacity BuildingChapter 3: Supervising the Learning CommunityIndividualism and CommunityCommunity in the Modern WorldCommunity in the Postmodern WorldLinking Community to Learning: Community for LearningCommunity as CurriculumSupervisor D's ViewsCommunity and School ImprovementChapter 4: Supervision as Moral ActionIntroductionThe Underside of SupervisionThe Moral Heuristics of Supervisory PracticePromoting a Moral CommunityThe Moral Ideal of TeachingThe Moral Character of Learning and TeachingBasic Assumptions: Relational Learning vs. Isolated LearningKnowledge as Familiarity and Respect Leading to ResponsibilityThe Moral Character of ScholarshipThe Social Responsibility of Knowledge UtilizationTwo Teachers With Different Understandings of LearningImplications for SupervisorsChapter 5: The Supervisor's Educational PlatformThe Basic Competency PlatformThe Democratic Socialization PlatformThe Urban Teacher PlatformThe Ecological PlatformTwo Views of Knowledge and LearningElements of a PlatformThe Supervisor's PlatformApproaches to Platform ClarificationSummaryPart II: Foundations for SupervisionChapter 6: Teaching and LearningIntroductionFour Ways of Thinking about CurriculumDeep Understanding for All StudentsAuthentic Teaching and LearningThe Context of the LearnerImplications for TeachingStandards for Authentic PedagogyConcern with OutcomesTeaching for UnderstandingUnderstanding by DesignResearch on Best PracticeThe Bottom LineChapter 7: Supervisors Engaging Curriculum and AssessmentIntroductionStandards of Content KnowledgeState Curriculum StandardsThe Teaching for Understanding CurriculumSituated CognitionObserving the Curriculum-as-TaughtPost-observation Reflections with the TeacherAdditional Curriculum ConcernsReflective Practice of the TeacherReflective Practice of the StudentAssessing the Curriculum-as-LearnedAssessment as Part of CurriculumSelf-AssessmentAuthenticity in AssessmentThe Force of Prior AssumptionsSummaryAppendix 7-1: Standards and Scoring Criteria for Assessment TasksChapter 8: Developing Teacher LeadershipThe Supervisor as a ProfessionalEmerging Perspectives on Teacher LeadershipTeacher Leadership in the ClassroomThe Next StepSupervisory ResponseAdditional Roles for Teacher LeadersTeacher Leadership and the Restructuring AgendaSummaryPart III: Supervision, Evaluation, and RenewalChapter 9: Classroom Supervision and Evaluation: Perspectives for PracticeHow Scientific is Supervision and Evaluation?Avoiding a Rationalistic BiasPatterned RationalityConfusing Evaluation and MeasurementIssues of ComprehensivenessIssues of CredibilitySummaryChapter 10: Using Standards in SupervisionTemplates or FrameworksThe Interstate New Teacher Assessment and Support Consortium (INTASC)A Framework for Enhancing Professional PracticeUsing the FrameworkAccomplished TeachingAppendix 10-1: A Framework for TeachingChapter 11: Supervision as Professional Development and RenewalFrameworks for GrowthSome EvidenceA Design for PlanningTeacher Centers as an ExampleAppendix 11-1: The Professional Development Laboratory in District 2 as a Model for Supervision--An Account by Richard ElmoreChapter 12: Clinical Supervision, Researching Practice, Teacher LearningThe Focus of Clinical SupervisionSupervisory PurposesDifferent Purposes, Different StandardsClinical Supervision in PracticeThe Cycle of Clinical SupervisionEducational PlatformTheories Governing Teacher BehaviorThe Johari WindowHelping Teachers ChangeSome EvidenceConnoisseurship and CriticismMore than Describing Criticisms of Artistic ApproachesThe Evaluation PortfolioA Caveat on the Use of PortfoliosChapter 13: Supervisory Options for TeachersToward a Differentiated SystemClinical Supervision as an OptionCollegial SupervisionLooking at Student WorkUsing Protocols to HelpSelf-Directed SupervisionInquiry-Based SupervisionInformal SupervisionProviding Instructional LeadershipThe Components of Instructional LeadershipAssessing Our ProgressAppendix 13-1: An Example of Individual Action ResearchAppendix 13-2: An Example of Cooperative Action ResearchAppendix 13-3: Outlining the Participatory Lesson--Sample DocumentsAppendix 13-4: Questions to Guide Schools in Assessing Their Professional Development, Supervision, and Staff Development EffortsChapter 14: Supervision and Summative EvaluationsProblems with Summative Evaluations of TeachersNeed for a New SystemThe Evaluation System of Sunlight School DistrictA Deeper Look at Student LearningAssessment for Authentic Student LearningSummaryPart IV: Providing LeadershipChapter 15: Motivation, Satisfaction, and the Teachers' WorkplaceBureaucratic and Professional WorkTeachers as Origins and PawnsA Framework for Understanding Teacher MotivationWhat Gets Rewarded Gets DoneMaslow's Theory as an ExampleWhat is Rewarding Gets DoneWhat is Good Gets DoneA Sense of CallingChapter 16: School Climate, Culture, and ChangeThe Importance of School ClimateThe Healthy SchoolClimate and LearningSchool Climate and Group BehaviorSchool CultureLevels of CultureIdentifying the Culture of Your SchoolPlanning for Change Teacher by TeacherCollegiality as LinchpinThe Supervisor is KeyChapter 17: Supervision and the Renewal of SchoolsIntellectual and Moral Dimensions of Supervisory LeadershipA Transition From Bureaucratic to Organic ManagementIndex