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| Preface | |
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| Perspectives for Supervision | |
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| A Framework for Supervision Introduction | |
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| Some Background Both Role and Function Leading and Learning Together | |
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| A Framework for Supervision Images of Supervision Scenario Scientific Management | |
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| Human Relations, and Neoscientific Management Supervision Human Resources Supervision | |
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| Human Relations and Human Resources Supervision Compared Revisiting the Supervisors Summary Some Reflections | |
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| Sources of Authority for Supervisory Leadership Introduction Some Background | |
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| The Sources of Authority Bureaucratic Authority Personal Authority Professional Authority Moral Authority Leading with Ideas | |
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| Accountability Writ Large Instructional Coherance ESSPAR: Ideas in Action Distributed Accountability | |
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| Trust First Supervision II What About Control? | |
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| The Importance of Capacity Building Summary Some Reflections | |
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| Supervising the Learning Community Introduction Some Background Linking Community to Learning | |
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| Community for Learning Community as Curriculum The Learning Community of Teachers | |
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| The Learning Process in a Learning Community Primary and Secondary | |
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| Reflective Practice Building a Learning Community Summary Some Reflections | |
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| Supervision as Moral Action Introduction Some Background | |
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| The Moral Ground Rules of Supervisory Practice Promoting a Moral Community | |
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| The Moral Ideal of Teaching The Moral Character of Learning and Teaching Basic Assumptions | |
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| Relational Learning vs. Isolated Learning 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 Summary Some Reflections | |
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| The Supervisor's Educational Platform Introduction Some Background | |
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| The Basic Competency Platform | |
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| The Democratic Socialization Platform | |
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| The Urban Teacher Platform The Ecological Platform | |
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| Two Views of Knowledge and Learning Elements of a Platform | |
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| The Supervisor's Platform Approaches to Platform Clarification Summary Reflection | |
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| Foundations for Supervision | |
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| Teaching and Learning Introduction Some Background | |
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| Deep Understanding for All Students Authentic | |
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| Teaching and Learning 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 Summary Some Reflections | |
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| Supervisors Engaging Curriculum | |
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| Through Assessment Introduction Some Background | |
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| Assessment within Mandated Accountability | |
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| A Deeper View of Assessment Constructivist | |
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| Teaching and Learning Reflective Practice | |
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| A More Thoughtful Assessment System | |
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| Assessment as Part of Curriculum Self-Assessment Authenticity in Assessment | |
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| The Force of Prior Assumptions Summary Some Reflections | |
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| Developing Teacher Leadership Introduction Some Background | |
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| The Supervisor as a Professional Emerging Perspectives on Teacher Leadership | |
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| Teacher Leadership in the Classroom | |
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| Teacher Leadership in Comprehensive School Reform | |
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| Teacher Leadership as Relational Implications for Supervisors Summary Some Reflections | |
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| Supervision, Evaluation, and Renewal | |
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| Classroom Supervision and Evaluation: Perspectives for Practice Introduction Some Background | |
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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 | |