Discretion and Trust in Professional Supervisory Practices

Chapter 9 Discretion and Trust in Professional Supervisory Practices Megan Tschannen-Moran, Megan Tschannen-MoranSearch for more papers by this authorChristopher R. Gareis, Christopher R. GareisSearch for more papers by this author Megan Tschannen-Moran, Megan Tschannen-MoranSearch for more papers by this authorChristopher R. Gareis, Christopher R. GareisSearch for more papers by this author Book Editor(s):Sally J. Zepeda, Sally J. ZepedaSearch for more papers by this authorJudith A. Ponticell, Judith A. PonticellSearch for more papers by this author First published: 14 September 2018 https://doi.org/10.1002/9781119128304.ch9Citations: 1 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary The notion of discretion in professional practice connotes the ideal of the exercise of learned, expert judgment by a teacher in the service of individual students' needs within the context of one of society's sanctioned institutions, that of public education. This chapter addresses the role of supervisors relative to discretion and trust. It explores the role of the collective profession itself in socializing and policing its members. The term professional learning communities (PLCs) can be defined as the improvement of student learning outcomes through the collective efforts of teachers to strengthen their teaching practices. Trust becomes relevant in situations of interdependence and is premised on a sense of ease in the resulting vulnerability. School personnel are professionals who do their work in the context of bureaucratic systems. Personnel evaluation is essential to the work of well-functioning organizations. Citing Literature The Wiley Handbook of Educational Supervision RelatedInformation