| Preface |
| Part I Perspectives for Supervision |
| Chapter 1 A Framework for Supervision Introduction |
| Some Background Both Role and Function Leading and Learning Together |
| A Framework for Supervision Images of Supervision Scenario Scientific Management |
| Human Relations, and Neoscientific Management Supervision Human Resources Supervision |
| Human Relations and Human Resources Supervision Compared Revisiting the Supervisors Summary Some Reflections |
| Chapter 2 Sources of Authority for Supervisory Leadership Introduction Some Background |
| The Sources of Authority Bureaucratic Authority Personal Authority Professional Authority Moral Authority Leading with Ideas |
| Accountability Writ Large Instructional Coherance ESSPAR: Ideas in Action Distributed Accountability |
| Trust First Supervision II What About Control? |
| The Importance of Capacity Building Summary Some Reflections |
| Chapter 3 Supervising the Learning Community Introduction Some Background Linking Community to Learning |
| Community for Learning Community as Curriculum The Learning Community of Teachers |
| The Learning Process in a Learning Community Primary and Secondary |
| Reflective Practice Building a Learning Community Summary Some Reflections |
| Chapter 4 Supervision as Moral Action Introduction Some Background |
| The Moral Ground Rules of Supervisory Practice Promoting a Moral Community |
| The Moral Ideal of Teaching The Moral Character of Learning and Teaching Basic Assumptions |
| Relational Learning vs. Isolated Learning Knowledge as Familiarity and Respect Leading to Responsibility |
| The Moral Character of Scholarship |
| The Social Responsibility of Knowledge Utilization |
| Two Teachers With Different Understandings of Learning Summary Some Reflections |
| Chapter 5 The Supervisor's Educational Platform Introduction Some Background |
| The Basic Competency Platform |
| The Democratic Socialization Platform |
| The Urban Teacher Platform The Ecological Platform |
| Two Views of Knowledge and Learning Elements of a Platform |
| The Supervisor's Platform Approaches to Platform Clarification Summary Reflection |
| Part II Foundations for Supervision |
| Chapter 6 Teaching and Learning Introduction Some Background |
| Deep Understanding for All Students Authentic |
| Teaching and Learning The Context of the Learner Implications for Teaching Standards for Authentic |
| Pedagogy Concern with Outcomes Teaching for Understanding |
| Understanding by Design Research on Best Practice Summary Some Reflections |
| Chapter 7 Supervisors Engaging Curriculum |
| Through Assessment Introduction Some Background |
| Assessment within Mandated Accountability |
| A Deeper View of Assessment Constructivist |
| Teaching and Learning Reflective Practice |
| A More Thoughtful Assessment System |
| Assessment as Part of Curriculum Self-Assessment Authenticity in Assessment |
| The Force of Prior Assumptions Summary Some Reflections |
| Chapter 8 Developing Teacher Leadership Introduction Some Background |
| The Supervisor as a Professional Emerging Perspectives on Teacher Leadership |
| Teacher Leadership in the Classroom |
| Teacher Leadership in Comprehensive School Reform |
| Teacher Leadership as Relational Implications for Supervisors Summary Some Reflections |
| Part III Supervision, Evaluation, and Renewal |
| Chapter 9 Classroom Supervision and Evaluation: Perspectives for Practice Introduction Some Background |
| How Scientific is Supervision and Evaluation? |
| Avoiding a Rationalistic Bias Patterned Rationality Confusing |
| Evaluation and Measurement Issues of Comprehensiveness Issues of Credibility |
