ABSTRACT
This chapter examines the impact of content area disciplinary knowledge and how content informs the type and form of supervision — both what is offered and what is deemed valuable by the novice teacher. It focuses on agency as a crucial part of supervisory practice with the intention of growing, developing, and enacting change as a pertinent responsibility of the supervisor in modeling best practices for growth with novice teachers. Supervisors are tasked with the responsibility to bridge theory and practice by merging the university and school worlds through attention to the realization of coursework into teaching and learning experiences with students. Supervisors engage with candidates through the lens of a particular stance toward their practice that is driven by their worldview and experiences as an educator in contexts other than the classroom. The research conducted by Bates and colleagues details the unique nuances that denote varying degrees of reflection on practice.
