Supervision: A Redefinition - Hardcover

Sergiovanni, Thomas J.; Starrett, Robert J.; Starratt, Robert J.

Hardcover

ISBN 10: 007056339X ISBN 13: 9780070563391

Publisher: McGraw-Hill Inc.,US, 1993

Synopsis

This supervisory, administrative, and leadership text for courses at the graduate level reflects new thinking about teaching and school structures - redefining the idea of supervision to focus on seeing schools as communities rather than as organizations. In addition, "Supervision" emphasizes the student-teacher relationship rather than bureaucratic functions. Using new opinions based on current trends in education, the fifth edition takes the position of viewing the school as a community, with teaching and learning as the most important aspects of this community. In addition, the school is looked upon as a moral rather than a technical enterprise, whereby the moral authority of the supervisor, and its close link with the moral authority of the teacher, is emphasized. The simplified chapters and the revised arrangement of material provide a more logical sequence and presentation of the subject.

About this title

From the Publisher:

This edition continues to emphasize the moral implications of supervision and teaching
New chapter 4, "Community as a Force for Change," argues that teachers must assume more responsibility in order to bring about reform. This edition places greater emphasis on the role of community and the link between the learning community, students, and teachers.
Chapter 6 now redefines collegiality more deeply as a self-obligation to collaborate with others.
The text continues to promote a new vision, or redefinition, of classroom supervision from that of a top-down activity performed by higher ups in the school hierarchy, to one redefined as teacher development 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.

About the Author:

Thomas J. Sergiovanni is Lillian Radford Professor of Education and Administration in Trinity University, San Antonio, Texas. He received his BS degree (1958) in elementary education from the State University of New York, Geneseo; his MA degree (1959) in educational administration from Teachers College, Columbia University; and his Ed.D. degree (1966), also in educational administration, from the University of Rochester. From 1958 to 1964, he was an elementary school teacher and science consultant in New York state and taught in the teacher education program at the State University of New York, Buffalo. In 1966, he began nineteen years on the educational administration faculty at the University of Illinois, Urbana-Champaign, where he chaired the department for seven years. At Trinity University, Sergiovanni teaches in the school leadership program and in the five-year teacher education program. He is senior fellow at the Center for Educational Leadership and the founding director of the Trinity Principals' Center. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of the Journal of Personnel Evaluation in Education, Teachers College Record, and Catholic Education: A Journal of Inquiry and Practice. Among his recent books are Moral Leadership: Getting to the Heart of School Improvement (1992), Building Community in Schools (1994), The Principalship: A Reflective Practice Perspective (1995), Leadership for the Schoolhouse: How Is It Different? Why Is It Important? (1996), Rethinking Leadership (1999), and The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000).

About this edition

• Publisher: McGraw-Hill Inc.,US
• Publication date: 1993
• ISBN 10: 007056339X
• ISBN 13: 9780070563391
• Binding: Hardcover
• Edition number: 5
• Number of pages: 448