Details

Leading for Instructional Improvement


Leading for Instructional Improvement

How Successful Leaders Develop Teaching and Learning Expertise
1. Aufl.

von: Stephen Fink, Anneke Markholt, Michael A. Copland, Joanna Michelson, John Bransford

24,99 €

Verlag: Jossey-Bass
Format: PDF
Veröffentl.: 14.02.2011
ISBN/EAN: 9781118031742
Sprache: englisch
Anzahl Seiten: 304

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Beschreibungen

Leading for Instructional Improvement Educational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. Leading for Instructional Improvement captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org. Praise for Leading for Instructional Improvement "This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings." —PEDRO A. NOGUERA, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education "A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools." —DR. BEVERLY HALL, superintendent, Atlanta Public Schools "In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership." —JERRY D. WEAST, Ed.D., superintendent of schools, Montgomery County Public Schools, Maryland "Fink and Markholt offer practitioners a guide to effective teaching. Leading for Instructional Improvement asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow." —BARNETT BERRY, president, Center for Teaching Quality
Foreword ix Acknowledgments xiii Introduction xvii The Authors xxvii About the Center for Educational Leadership xxix PART ONE Making the Case for Instructional Expertise 1 ONE The Leader’s Role in Developing Teacher Expertise 3 It Takes Expertise to Make Expertise 5 Building Shared Understanding 16 Conclusion 19 Discussion Questions 20 PART TWO Developing an Expert Instructional Eye 21 TWO The Five Dimensions of Teaching and Learning 23 Purpose 26 Student Engagement 29 Curriculum and Pedagogy 34 Assessment for Student Learning 37 Classroom Environment and Culture 41 Conclusion 46 Discussion Questions 46 THREE Applying the Five Dimensions of Teaching and Learning 47 Analysis 52 Conclusion 84 Discussion Questions 84 PART THREE Leading for Instructional Improvement 85 FOUR Observing Classroom Practice 87 Leadership Begins with Purpose 87 The Learning Walkthrough 89 The Goal-Setting and Implementation Walkthrough 106 The Supervisory Walkthrough 114 Conclusion 121 Discussion Question 122 FIVE Responding to Observations 123 Observations, Interpretations, and Feedback 125 Classroom Observations and Honest Conversations 129 The Development of Shared Vision: A District Case 134 Organizing Thinking: A Middle School Case 142 Conclusion 146 Discussion Questions 147 SIX Orchestrating Professional Learning 149 Leaders as Conductors 151 Orchestrating Professional Learning 173 Conclusion 186 Discussion Questions 187 SEVEN Coaching to Improve Practice 189 What Is Coaching? 190 Why Does Coaching Matter? 191 Modes of Coaching 192 Peer Coaching and Mentoring 193 Cognitive Coaching 194 Instructional Coaching and Content Coaching 197 Expertise in Content Coaching 199 Research-Decide-Coach 205 Conclusion 217 Discussion Questions 217 PART FOUR Embracing New Opportunities for Leading and Learning 219 EIGHT The Leader’s Role in Improving Teacher Practice 221 Reciprocal Accountability 221 Leading with an Inquiry Stance 230 Conclusion 240 Discussion Questions 240 NINE A New Vision for Improving Learning for All 241 Discussion Questions 246 Appendix A: 5D Framework 247 Appendix B: Types of Classroom Observations 253 References 257 Index 263
Stephen Finkis executive director of the Center for Educational Leadership and affiliate associate professor in the College of Education at the University of Washington, Seattle. Anneke Markholt is associate director of the Center for Educational Leadership and an affiliate faculty member at the University of Washington in the department of Educational Leadership and Policy Studies.
Leading for Instructional Improvement Educational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. Leading for Instructional Improvement captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org. Praise for Leading for Instructional Improvement "This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings." —PEDRO A. NOGUERA, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education "A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools." —DR. BEVERLY HALL, superintendent, Atlanta Public Schools "In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership." —JERRY D. WEAST, Ed.D., superintendent of schools, Montgomery County Public Schools, Maryland "Fink and Markholt offer practitioners a guide to effective teaching. Leading for Instructional Improvement asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow." —BARNETT BERRY, president, Center for Teaching Quality

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