chapter  6
Dialogic Supervision, or, Re-embedding Supervision within the Contexts of Change
Pages 25

School reorganization takes many forms, some of which require redefinitions of conventional roles, relationships and responsibilities.1 Within the contexts of reform, supervision and supervisors’ roles must be re-examined and reconceptualized if supervisors are to participate in the dialogue of reformed and reforming schools. Profound systemic change must be accompanied by different forms of thought and action, and at all organizational and conceptual levels, if reform is to amount to more than a reactive patchwork of local remedies (Sarason 1990).