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| Preface | |
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| Perspectives for Supervision | |
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| Supervision and School Renewal Both Role and Function | |
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| A Framework for Supervision | |
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| Images of Supervision Scientific Management, Human Relations, and Neoscientific Management | |
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| Supervision Human Resources | |
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| Supervision Human Relations and Human Resources Supervision | |
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| Compared Revisiting the Supervisors | |
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| Supervision Responding to the Restructuring Agenda | |
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| A Reflection of the Restructuring Agenda A Larger Framework for Supervision | |
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| Sources of Authority for Supervisory Leadership | |
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| The Sources of Authority Bureaucratic Authority | |
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| Personal Authority | |
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| Technical-Rational Authority | |
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| Professional Authority | |
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| Moral Authority Supervision II What About Control? | |
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| The Importance of Capacity Building | |
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| Supervising the Learning Community Individualism and Community | |
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| Community in the Modern World | |
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| Community in the Postmodern World Linking | |
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| Community to Learning: Community for Learning | |
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| Community as Curriculum Supervisor D's Views | |
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| Community and School Improvement | |
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| Supervision as Moral Action Introduction | |
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| The Underside of Supervision | |
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| The Moral Heuristics of Supervisory Practice Promoting a Moral Community | |
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| The Moral Ideal of Teaching | |
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| The Moral Character of Learning and Teaching | |
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| Basic Assumptions: Relational Learning vs. Isolated Learning | |
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| Knowledge as Familiarity and Respect Leading to Responsibility | |
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| The Moral Character of Scholarship | |
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| The Social Responsibility of Knowledge Utilization | |
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| Two Teachers With Different Understandings of Learning Implications for Supervisors | |
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| The Supervisor's Educational Platform | |
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| The Basic Competency Platform | |
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| The Democratic Socialization Platform | |
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| The Urban Teacher Platform | |
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| The Ecological Platform Two Views of Knowledge and Learning Elements of a Platform | |
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| The Supervisor's Platform Approaches to Platform Clarification Summary | |
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| Foundations for Supervision | |
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| Teaching and Learning Introduction Four Ways of Thinking about Curriculum | |
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| Deep Understanding for All Students Authentic Teaching and Learning | |
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| The Context of the Learner Implications for Teaching Standards for Authentic | |
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| Pedagogy Concern with Outcomes Teaching for Understanding | |
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| Understanding by Design Research on Best Practice The Bottom Line | |
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| Supervisors Engaging Curriculum and Assessment Introduction | |
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| Standards of Content Knowledge State Curriculum Standards | |
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| The Teaching for Understanding Curriculum Situated Cognition | |
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| Observing the Curriculum-as-Taught Post-observation Reflections with the Teacher Additional Curriculum | |
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| Concerns Reflective Practice of the Teacher Reflective Practice of the Student | |
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| Assessing the Curriculum-as-Learned Assessment as Part of Curriculum | |
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| Self-Assessment Authenticity in Assessment | |
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| The Force of Prior Assumptions Summary | |
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| Appendix 7-1: Standards and Scoring Criteria for Assessment Tasks | |
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| Developing Teacher Leadership | |
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| The Supervisor as a Professional Emerging | |
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| Perspectives on Teacher Leadership | |
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| Teacher Leadership in the Classroom | |
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| The Next Step Supervisory | |
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| Response Additional Roles for Teacher Leaders | |
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| Teacher Leadership and the Restructuring Agenda Summary | |
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| Supervision, Evaluation, and Renewal | |
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| Classroom Supervision and Evaluation: Perspectives for Practice | |
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| How Scientific is Supervision and Evaluation? | |
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| Avoiding a Rationalistic Bias Patterned Rationality Confusing | |
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| Evaluation and Measurement Issues of Comprehensiveness Issues of Credibility Summary | |
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| Using Standards in Supervision Templates or Frameworks | |
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| The Interstate New Teacher Assessment and | |