Supervision: A Redefinition by Thomas J SergiovanniSupervision: A Redefinition by Thomas J Sergiovanni

Supervision: A Redefinition

byThomas J Sergiovanni, Robert J Starratt, Vincent Cho

Hardcover | March 14, 2013

Pricing and Purchase Info


Earn 835 plum® points

Prices and offers may vary in store


Ships within 3-5 weeks

Ships free on orders over $25

Not available in stores


The ninth edition of Supervision: A Redefinition is a research-based guide to the practice of supervision that aims to clarify the major challenges teachers and supervisors face within the policy context; focus on essential, foundational understandings that feed the integrity of teaching and supervision; and explore the complexities of the practice of supervision and teaching which supervisors must deal with. The 9th edition re-defines supervision once again in light of the complex demands being placed on principals and central office administrators, while continuing to emphasize the book’s original theme of human perspectives.
Title:Supervision: A RedefinitionFormat:HardcoverDimensions:9.4 × 6.5 × 0.6 inPublished:March 14, 2013Publisher:McGraw-Hill EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0073378666

ISBN - 13:9780073378664

Look for similar items by category:


Table of Contents


Part I: The Contemporary Context of Teacher Supervision and Evaluation

Chapter 1: The Context for Instructional Supervision


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


Chapter 2: Contemporary Issues Around Fairness in Supervision


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


Follow Up Activities


Chapter 3: Issues around "Data Driven" Decision Making in Supervision

Data and Its Use

Some Background

Data Use

The Learning Community Context

The Knowledge Management Perspective

Organizational Knowledge

The Unique Properties of Knowledge

Conclusion: The Importance of Data-Informed Reflection


Building a Learning Community


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




Part II: Foundations for Supervisors

Chapter 5: Supervisors' Perspectives on Human Development


Erikson's Model of Human Growth

Implications for Supervisors

Journal Reflections


Chapter 6: Supervisors' Perspectives on Curriculum


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



Chapter 7: Supervisors' Perspectives on Teaching and Learning


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




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




Part III: The Practice of Supervision

Chapter 9: Supervision and Evaluation: Confusions and Clarifications


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




Chapter 10: Formative Supervision


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




Chapter 11: Supervision and Summative Assessments


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


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




Chapter 13: Supervision and the Renewal of Schools


Some Background

Intellectual and Moral Dimensions of Supervisory Leadership

A Transition from Bureaucratic to Organic Management

Advocate for Student Learning

Some Reflections