Supervision: A RedefinitionThis edition continues to promote a new vision of supervision from that of a top-down activity performed by higher ups in the school hierarchy, to one in which supervision is a shared activity involving all stake-holders in the school including teachers, administrators, and parents. The book sees schools as communities rather than organizations, and emphasizes the student-teacher relationship rather than bureaucratic functions. This edition of the text continues to emphasize the moral implications of supervision and teaching. The revision places greater emphasis on the role of community and the link between the learning community, students, and teachers. A new chapter 4, Community as a Force for Change, argues that teachers must assume more responsibility in order to bring about reform. Chapter 6 now redefines collegiality more deeply as a self-obligation to collaborate with others. |
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achievement action activities administrators approaches assessment assumptions authority basic become behavior believe better building classroom clinical commitment competence concepts concerns considered critical culture curriculum decisions direct discussion Educational effective emphasis encourage engage environment evaluation example expected experience feel focus forces given goals growth human ideas important improvement increase individual instruction interests involved issues kind knowledge lead leadership learning less material matter means moral motivation nature norms organization performance platform possible practice present principal problems professional questions reasons refers reflect relations relationships requires responsibility restructuring result rewards role sense shared situation skills social sources standards strategies structure successful suggests supervision supervisors task teachers teaching teaching and learning theory things tion understanding values York