Details

Teaching As Leadership


Teaching As Leadership

The Highly Effective Teacher's Guide to Closing the Achievement Gap
1. Aufl.

von: Teach For America, Steven Farr, Jason Kamras, Wendy Kopp

14,99 €

Verlag: Wiley
Format: EPUB
Veröffentl.: 06.01.2010
ISBN/EAN: 9780470593066
Sprache: englisch
Anzahl Seiten: 352

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

<b>A road map for teachers who strive to be highly effective leaders in our nation's classrooms</b> <p>Teach For America has fought the daunting battle of educational equity for the last twenty years. Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. The <i>Teaching As Leadership</i> framework inspires teachers to: Set Big Goals; Invest Students and Their Families; Plan Purposefully; Execute Effectively; Continuously Increase Effectiveness; Work Relentlessly. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities.</p> <ul> <li>Inspires educators to be leaders in their classrooms and schools</li> <li>Demystifies what it means to be an effective teacher, describes key elements of practice and provides a clear vision of success</li> <li>Addresses the challenges every teacher, in every classroom, faces on a daily basis</li> </ul> <p>An accompanying website includes a wealth of tools, videos, sample lessons, discussion boards, and case studies.</p>
<p>Foreword by <b>Jason Kamras</b> <b>xi</b><br /> <br /> Introduction 1<br /> <b><br /> Chapter 1: Set Big Goals 15</b><br /> <br /> Foundations of Effective Goal Setting 18<br /> <br /> Inspiring Strong Results with Measurable Outcomes 19<br /> <br /> Inspiring High Performance with High Expectations 26<br /> <br /> Leading with Students’ Needs and Interests 36<br /> <br /> The Qualities of Effective Big Goals in Action 37<br /> <br /> What Measurable Academic Progress Should My Students Achieve? 41<br /> <br /> What Traits and Mindsets Will Best Serve My Students? 44<br /> <br /> What Pathways to Student Opportunity Should Inform My Big Goal? 45<br /> <br /> What Student Interests and Motivations Could Shape the Big Goal? 46<br /> <br /> Conclusion: Key Ideas and Next Questions 48<br /> <br /> Key Ideas 48<br /> <br /> Next Questions 49<br /> <br /> “Why Do People Set Big Goals?” from Ms Lora’s Story 50<br /> <br /> <b>Chapter 2: Invest Students and Their Families 53</b><br /> <br /> Key Elements of Investment 57<br /> <br /> Shaping Students’ Mindsets 57<br /> <br /> Collaborating with Students’ Families and Influencers 62<br /> <br /> Strategies for Investing Students 72<br /> <br /> Creating a Welcoming Environment to Increase Student Investment 72<br /> <br /> Developing a Culture of Achievement 84<br /> <br /> Investing Students Through Instruction and Learning 98<br /> <br /> Conclusion: Key Ideas and Next Questions 102<br /> <br /> Key Ideas 102<br /> <br /> Next Questions 103<br /> <br /> “What If You’re Wrong?” from Ms Lora’s Story 105<br /> <br /> <b>Chapter 3: Plan Purposefully 107</b><br /> <br /> Foundations of Purposeful Planning 110<br /> <br /> Developing Your Vision of Success 111<br /> <br /> Translating Your Vision into a Well-Designed Assessment 112<br /> <br /> Mapping Out a Vision-Aligned Plan by Imagining Yourself Implementing It 115<br /> <br /> Three Forms of Classroom Plans 119<br /> <br /> Long Term Plans 119<br /> <br /> Lesson Plans 123<br /> <br /> Classroom Management Plans 135<br /> <br /> Conclusion: Key Ideas and Next Questions 137<br /> <br /> Key Ideas 138<br /> <br /> Next Questions 139<br /> <br /> “It Still Tastes Good” from Ms Lora’s Story 140<br /> <br /> <b>Chapter 4: Execute Effectively 143</b><br /> <br /> Key Elements of Effective Execution 146<br /> <br /> Doing Well What Must Be Done 146<br /> <br /> Insisting on Seeing Reality 148<br /> <br /> Adjusting Course as Circumstances Change 150<br /> <br /> What Effective Execution Looks Like in the Classroom 152<br /> <br /> Effectively Communicating Key Ideas 152<br /> <br /> Coordinating Student Practice 153<br /> <br /> Checking for Understanding 154<br /> <br /> Tracking Progress 158<br /> <br /> Maximizing Efficiency with Organization and Routine 161<br /> <br /> Asserting Authority 163<br /> <br /> Conclusion: Key Ideas and Next Questions 167<br /> <br /> Key Ideas 168<br /> <br /> Next Questions 169<br /> <br /> “Light Monitor Form Collector Plant Manager” from Ms Lora’s Story 170<br /> <br /> <b>Chapter 5: Continuously Increase Effectiveness 173</b><br /> <br /> Foundations of Continuous Improvement 175<br /> <br /> Effective Teaching Is a Learnable Skill 175<br /> <br /> “Data may not tell us the whole truth, but it certainly doesn’t lie” 177<br /> <br /> We Drive Our Own Improvement 178<br /> <br /> No Teacher Is an Island 179<br /> <br /> A Cycle of Reflection That Leads to Increased Effectiveness 182<br /> <br /> Phase One: Analyzing Outcomes 183<br /> <br /> Phase Two: Discerning Causes 185<br /> <br /> Phase Three: Identifying and Implementing Solutions 191<br /> <br /> Conclusion: Key Ideas and Next Questions 192<br /> <br /> Key Ideas 192<br /> <br /> Next Questions 193<br /> <br /> “This Was My Summer School Seat” from Ms Lora’s Story 194<br /> <br /> <b>Chapter 6: Work Relentlessly 197</b><br /> <br /> We Control Our Students’ Success and Failure 198<br /> <br /> Key Elements of Working Relentlessly 200<br /> <br /> Persistence 200<br /> <br /> Maintaining High Expectations 202<br /> <br /> Expanding Time and Resources 206<br /> <br /> Expanding Your Influence 209<br /> <br /> Sustaining This Work Over Time 217<br /> <br /> Conclusion: Key Ideas and Next Questions 223<br /> <br /> Key Ideas 223<br /> <br /> Next Questions 225<br /> <br /> “You Are Going to Be Totally Handsome in Them” from Ms Lora’s Story 226<br /> <br /> Conclusion 227<br /> <br /> Afterword: Teaching As Leadership and the Movement for Educational Equity by Wendy Kopp 231<br /> <br /> Appendix A: Teaching As Leadership Rubric 237<br /> <br /> Appendix B: About Teach For America 269<br /> <br /> Appendix C: Our Approach to Teacher Development 273<br /> <br /> Appendix D: How We Learn from Our Teachers 285<br /> <br /> <i>Teacher Biographies 291</i><br /> <br /> <i>Notes 317</i><br /> <br /> <i>About the Author 328</i><br /> <br /> <i>Acknowledgments 329</i><br /> <br /> <i>Index 331</i></p>
"<i>Teaching as Leadership</i> demonstrates a commitment to and professional endorsement of the power of teachers. Farr's book speaks to the moral, ethical, and economic imperative to effect improved achievement for all students, not just some. This is a must-read for anyone at any level of our education system, including those who are preparing to revise and reauthorize NCLB." (<i>Huffington Post</i>, March 1, 2010)
<b>Steven Farr</b> leads Teach For America’s efforts to discern what distinguishes teachers whose students in low-income communities achieve dramatic academic growth. Those findings inform the organization’s teacher selection, training, and support. Farr also works to build the organization’s knowledge by learning from and sharing with other organizations working toward educational equity.
<b>Praise for <i>Teaching as Leadership</i></b> <p>"Eliminating our nation's unjust achievement gap and providing schools where all children can learn is part of the unfinished business of the Civil Rights Movement and of our nation. Teach For America is dedicated to this goal—and this new book is a terrific resource that shares the valuable lessons learned from studying highly effective teachers and successful classrooms across the country."<br /> —<b>Marian Wright Edelman</b>, president, Children's Defense Fund</p> <p>"Every teacher, principal, and superintendent should read this book. Over the last two years, we have seen our students' reading, writing, and math skills improve significantly. The principles outlined in <i>Teaching As Leadership</i> have played a critical role in our progress."<br /> —<b>Andrés Alonso</b>, chief executive officer, Baltimore City Schools</p> <p>"By assessing the actions of highly effective teachers in some of America's most challenging teaching environments, Teach For America outlines key strategies to close the achievement gap—investing in students and their families, planning purposefully, and working relentlessly. This inspiring book will inform the work of everyone engaged in the training and support of teachers in high-poverty schools."<br /> —<b>Kathleen McCartney</b>, dean of Harvard Graduate School of Education and Gerald S. Lesser Professor in Early Childhood Development</p> <p>"For new teachers, there is no substitute for getting into a classroom and suffering the pain and frustration of finding what works best for them. This book, however, offers new teachers a resource sure to make those first months a little less difficult. <i>Teaching As Leadership</i> assembles wisdom from dozens of successful Teach For America teachers, addressing every problem one could imagine. This is a smart gift for the new teacher in your family."<br /> —<b>Jay Mathews</b>, Washington Post education columnist and author, <i>Work Hard. Be Nice: How Two Inspired Teachers Created the Most Promising Schools in America</i></p> <p>"From its very beginnings, Teach For America has invested more energy in understanding effective teaching than any teacher preparation program I know. And year after year, they have fed that information back into their own selection processes and teacher supports with a single goal: producing more teachers who can change the life chances of poor children. With this book, they have distilled what they are learning—along with relevant research—into a guide that is at once both fabulously readable and highly practical. If I had three thumbs, they would all be pointed up."<br /> —<b>Kati Haycock</b>, president, Education Trust</p> <p>"<i>Teaching As Leadership</i> works. This is the approach taken by teachers who lead diverse students to great academic achievements."<br /> —<b>Beverly Hall</b>, superintendent of Atlanta Public Schools and 2009 National Superintendent of the Year</p>

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