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Author: Vivian Troen
Publisher: Yale University Press
ISBN: 0300134622
Category : Education
Languages : en
Pages : 240
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Book Description
Many of the problems afflicting American education are the result of a critical shortage of qualified teachers in the classrooms. The teacher crisis is surprisingly resistant to current reforms and is getting worse. This important book reveals the causes underlying the crisis and offers concrete, affordable proposals for effective reform. Vivian Troen and Katherine Boles, two experienced classroom teachers and education consultants, argue that because teachers are recruited from a pool of underqualified candidates, given inadequate preparation, and dropped into a culture of isolation without mentoring, support, or incentives for excellence, they are programmed to fail. Half quit within their first five years. Troen and Boles offer an alternative, a model of reform they call the Millennium School, which changes the way teachers work and improves the quality of their teaching. When teaching becomes a real profession, they contend, more academically able people will be drawn into it, colleges will be forced to improve the quality of their education, and better-prepared teachers will enter the classroom and improve the profession.
Author: Vivian Troen
Publisher: Yale University Press
ISBN: 0300134622
Category : Education
Languages : en
Pages : 240
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Book Description
Many of the problems afflicting American education are the result of a critical shortage of qualified teachers in the classrooms. The teacher crisis is surprisingly resistant to current reforms and is getting worse. This important book reveals the causes underlying the crisis and offers concrete, affordable proposals for effective reform. Vivian Troen and Katherine Boles, two experienced classroom teachers and education consultants, argue that because teachers are recruited from a pool of underqualified candidates, given inadequate preparation, and dropped into a culture of isolation without mentoring, support, or incentives for excellence, they are programmed to fail. Half quit within their first five years. Troen and Boles offer an alternative, a model of reform they call the Millennium School, which changes the way teachers work and improves the quality of their teaching. When teaching becomes a real profession, they contend, more academically able people will be drawn into it, colleges will be forced to improve the quality of their education, and better-prepared teachers will enter the classroom and improve the profession.
Author: Allison Zmuda
Publisher: ASCD
ISBN: 0871208458
Category : Education
Languages : en
Pages : 209
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Book Description
Contains a set of six operating principles through a fictional dialogue that provides practical guidance to school leaders, including identifying core beliefs, creating a shared vision, and developing and implementing an action plan.
Author: Michael DiPaola
Publisher: IAP
ISBN: 1641131683
Category : Education
Languages : en
Pages : 418
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Book Description
In this second edition of Improving Instruction Through Supervision, Evaluation, and Professional Development we’ve maintained the conceptual framework while updating sections to provide the most recent research on instructional strategies that have the most promise of helping all students learn. Modifications of the law resulting from the reauthorization of the 50-year-old Elementary and Secondary Education Act—Every Student Succeeds Act (ESSA) (2015)—and their implication for practice are embedded throughout this new edition. Updated data collection tools for classroom observations are also provided. We included a link to a website that contains all the observation tools in electronic format so that observers can have the opportunity to collect data on a tablet or laptop, save the observation data as a PDF file and e-mail those data to the teacher observed. This new edition recognizes the reality that all principals are responsible for supervision, evaluation, and professional development of their teachers—tasks that are neither simple nor without conflict. The primary audience of this text is aspiring and practicing principals. We hope to help them understand both the theory and practice of supervision, evaluation, and professional development. However, observing instruction, collecting data for reflection, and having conversations about teaching, are not the sole provinces of principals. Master teachers, teacher leaders, and teacher colleagues can also benefit from the supervisory sections of the book, especially the chapters on high-quality instruction, improving instruction, and the classroom data collecting tools. The book provides numerous tools specifically designed to collect a variety of data in classrooms to improve instruction. Embedded in each chapter are exercises to apply Theory into Practice by responding to a set of questions posed by the key issues of the chapter. After the explication and illustration of the key concepts and principles of the chapter, actual Instructional Leadership Challenges as described by a successful practicing principal for reflection and analysis.
Author: William Powell
Publisher: John Catt
ISBN: 1398383511
Category : Education
Languages : en
Pages : 161
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Book Description
Many, perhaps even most schools, are not reaching their potential to be places of collective learning. The authors believe that one of the greatest impediments to realizing this vision is the deleterious effect of traditional systems of teacher evaluation. Rather than infantilizing teachers, we need to empower them. Traditional forms of teacher evaluation have failed. They are riddled with negative expectations about teachers and what motivates them. Taken together, these underlying assumptions form a pernicious cloud of counterproductive expectations that many teachers will "live down to". Inadvertently, the traditional system of teacher evaluation has created a vicious cycle of "self-sealing logic." It is now time for teachers to reclaim their profession, the process of which involves a relentless focus on adult learning: professional learning that is self-directed. The more dynamic and stimulating the culture of adult learning, the more dynamic and stimulating student learning will be.
Author: Peggy Clohessy Silva
Publisher: Teachers College Press
ISBN: 9780807742129
Category : Education
Languages : en
Pages : 180
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Book Description
This is the remarkable story of the creation of a new kind of high school that truly aspires to educate all students to high standards. Believing that a deeply personalized culture can prevent the senseless violence that has invaded many public schools, educators at Souhegan High School in Amherst, New Hampshire set out to create a safe, caring, and academically rigorous school. In this volume, Silva (a teacher) and Mackin (a principal) chronicle their experiences as they worked through the many challenges that ultimately resulted in this extraordinarily successful school. Featuring their honest reflections and the voices of other participants, this book: -- Portrays a real public high school (not a small alternative school) that is successfully implementing most of the reform practices recommended by national reform models. -- Demonstrates how schools can strike a balance between the need for stricter safety measures and the social and emotional needs of each student, thus avoiding violent outbursts in schools. -- Details the school's structure, curriculum, professional culture, and systems of accountability for all students in a heterogeneous, inclusionary setting. -- Describes the use of teaming, advisory groups, exhibitions, and senior projects. -- Provides a working model of the "Breaking Ranks" recommendations, including the importance of "personalization" and democracy in education.
Author: Jeffrey Zoul
Publisher: Routledge
ISBN: 131792410X
Category : Education
Languages : en
Pages : 174
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Book Description
This book describes the practices of principals who develop and maintain purposeful learning communities. It applies and extends nine of the leadership responsibilities identified in research conducted by Marzano, Waters, and McNulty in School Leadership That Works.
Author: John Murray
Publisher: Corwin Press
ISBN: 1452257795
Category : Business & Economics
Languages : en
Pages : 256
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Book Description
For sustained success, educators must commit to their own lifelong improvement. A clear correlation exists between level of focus on teacher professional development (PD) and student success. In this book, John Murray identifies the characteristics of effective professional learning, detailing eight strategies for planning, and executing, and evaluating PD programs. Content includes: The proven “backward” approach to articulating the goals of your PD program Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds Powerful approaches to designing and implementing online PD
Author: Doug Zahn
Publisher: iUniverse
ISBN: 1532060866
Category : Self-Help
Languages : en
Pages : 228
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Book Description
In both business and personal life, we engage in hundreds of conversations each day. Some are successful. Some are not. In Stumbling Blocks to Stepping Stones, you will learn from author Doug Zahn how to improve your conversations, thereby building more effective relationships, whether with friends or those you perceive as adversaries. This book offers a way to begin, continue, and end a successful conversation, helping assure participants are satisfied with the outcome. Zahn offers strategies to monitor and adjust your input during the interaction. To successfully use his approach, you must commit to self-observation and change. Successful relationships are the key to completing most jobs, whether at home or at work. Through the analysis of difficult conversations (those you often prefer to avoid) and the use of methodical building blocks, you will be able to have successful interactions wherever you go.
Author: Mike Schmoker
Publisher: ASCD
ISBN: 1416603581
Category : Education
Languages : en
Pages : 208
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Book Description
According to author Mike Schmoker, there is a yawning gap between the most well-known essential practices and the reality of most classrooms. This gap persists despite the hard, often heroic work done by many teachers and administrators. Schmoker believes that teachers and administrators may know what the best practices are, but they aren t using them or reinforcing them consistently. He asserts that our schools are protected by a buffer a protective barrier that prevents scrutiny of instruction by outsiders. The buffer exists within the school as well. Teachers often know only what is going on in their classrooms and they may be completely in the dark about what other teachers in the school are doing. Even principals, says Schmoker, don t have a clear view of the daily practices of teaching and learning in their schools. Schmoker suggests that we need to get beyond this buffer to confront the truth about what is happening in classrooms, and to allow teachers to learn from each other and to be supervised properly. He outlines a plan that focuses on the importance of consistent curriculum, authentic literacy education, and professional learning communities for teachers. What will students get out of this new approach? Learning for life. Schmoker argues passionately that students become learners for life when they have more opportunities to engage in strategic reading, writing with explicit guidance, and argument and discussion. Through strong teamwork, true leadership, and authentic learning, schools and their students can reach new heights. Results Now is a rally cry for educators to focus on what counts. If they do, Schmoker promises, the entire school community can count on unprecedented achievements.
Author: Brig Leane
Publisher: Solution Tree Press
ISBN: 1952812887
Category : Education
Languages : en
Pages : 118
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Book Description
In a professional learning community, isolation is the enemy of school improvement. But what does collaboration among teachers look like when you can’t easily identify with a team? This book will help singleton teachers first develop clarity on learning essentials, then find creative entry points to form collaborative teams. Drawing from their own experiences, the authors offer practical solutions for eliminating the practice of isolation for all educators. Collaborative teams will: Understand what meaningful collaboration is and how singletons can utilize the PLC process Build the groundwork for meaningful collaboration using strategies for your specific situation Implement meaningful collaboration as a singleton across separate schools or within the same school Align disparate singletons under the same unifying PLC process Contents: Chapter 1: Meaningful Collaboration Chapter 2: Singleton On-Ramps for Collaboration Chapter 3: Preparation for Meaningful Collaboration Chapter 4: Course-Alike Entry Point—The Virtual Team Chapter 5: Common-Content Entry Point Chapter 6: Critical-Friend Entry Point Chapter 7: Putting It All Together Afterword: Final Thoughts References and Resources Index
