Author: Marilyn Katzenmeyer
Publisher: Corwin Press
ISBN: 1412960398
Category : Education
Languages : en
Pages : 481
Get Book Here
Book Description
The book discusses the challenges that teacher leaders face, such as deciding to accept a leadership role, building principal–teacher leader relationships, and working with peers.
Author: Marilyn Katzenmeyer
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 166
Get Book Here
Book Description
Focuses on how teachers can develop leadership skills. Presents specific plans to help teachers gain influence in leadership roles
Author: Sara Bubb
Publisher: SAGE
ISBN: 1446229556
Category : Education
Languages : en
Pages : 148
Get Book Here
Book Description
′Helping Teachers Develop is a positive, uplifting, encouraging publication... very good value for money. It is the sort of publication we need in the profession and it is well worth being part of every head teacher or staff development tutor′s collection of really useful books. I have to confess, even before I had finished reading it for review I was using Helping Teachers Develop with my trainee teachers′ - Peter Stammers, in the Journal of In-service Education `The book explores ways teachers at all levels can mentor others and improve their careers. [It] also contains guidance on ways to cope with having your lessons observed and how to make constructive comments as an observer′ - Michael Shaw, Times Educational Supplement `This is another excellent and accessible practice guide from someone who, unusually, understands both the classroom teacher from long years of practice and the theory. The chapter on "observation of teachers" should be read by every headteacher, deputy and teacher who engages in monitoring classroom practice. Note, a few inspectors would benefit too! It′s one to read and then refer to on a regular basis if you work in schools or PGCE departments′ - Tim Brighouse, Chief Adviser for London Schools Helping teachers develop - whether they′re trainees, newly or recently qualified, in their first three, ten or twenty years, and whether they′re superb or struggling - is vital for the profession, for the millions of children who′ll learn more as a result. Schools have to take greater responsibility for staff′s continuing professional development (CPD) but there is little real help for the people who develop teachers. The best teachers will be expected to mentor trainee and newly qualified teachers (NQTs) and share good practice with all colleagues. Drawing directly on real-life experience and the latest research, this book will help people in a mentoring, coaching, advisory or management role to: o develop teachers, through understanding adult learning and the CPD cycle o meet needs from the range of professional development activities o carry out observations and give oral and written feedback in a range of situations o help and monitor planning and other parts of the job o help teachers develop their careers. Using examples from current practice, Sara will take you though every stage of CPD, from what professional development is to how you can support and monitor staff in your own school. There are photocopiable materials for you to use. The guidance in this book will be essential for mentors, induction tutors, CPD/staff development coordinators, people with advanced skills or excellent teacher status, and all those with a leadership and management role in schools or local authorities. Sara Bubb is the UK′s leading induction expert and has vast expertise in the CPD field. She runs many courses for different levels of school staff, assesses trainee and advanced skills teachers and is the new teacher expert for the Times Educational Supplement. Sara has been seconded from the Institute of Education to the DfES as the consultant for the Chartered London Teacher initiative. She is the co-author, with Peter Earley, of Leading and Managing Continuing Professional Development and Managing Teacher Workload.
Author: Eleanor Drago-Severson
Publisher: Corwin Press
ISBN: 1483362809
Category : Education
Languages : en
Pages : 249
Get Book Here
Book Description
Drago-Severson presents case studies and examines strategies that help shape a school climate of teacher support, growth, and learning.
Author: Ruth Charney
Publisher: Center for Responsive Schools, Inc.
ISBN: 1892989085
Category : Education
Languages : en
Pages : 449
Get Book Here
Book Description
"Ruth Charney gives teachers help on things that really matter. She wants children to learn how to care for themselves, their fellow students, their environment, and their work. Her book is loaded with practical wisdom. Using Charney's positive approach to classroom management will make the whole school day go better." - Nel Noddings, Professor Emeritus, Stanford University, and author of Caring This definitive work about classroom management will show teachers how to turn their vision of respectful, friendly, academically rigorous classrooms into reality. The new edition includes: More information on teaching middle-school students Additional strategies for helping children with challenging behavior Updated stories and examples from real classrooms. "Teaching Children to Care offers educators a practical guide to one of the most effective social and emotional learning programs I know of. The Responsive Classroom approach creates an ideal environment for learning—a pioneering program every teacher should know about." - Daniel Goleman, Author of Emotional Intelligence "I spent one whole summer reading Teaching Children to Care. It was like a rebirth for me. This book helped direct my professional development. After reading it, I had a path to follow. I now look forward to rereading this book each August to refresh and reinforce my ability to effectively manage a social curriculum in my classroom." - Gail Zimmerman, second-grade teacher, Jackson Mann Elementary School, Boston, MA
Author: Diane Montgomery
Publisher: Routledge
ISBN: 113414590X
Category : Education
Languages : en
Pages : 193
Get Book Here
Book Description
Enhancing the quality of teaching and learning in schools for the benefit of the teacher and pupil is not a matter of quick 'tips for teachers.' It requires a fundamental review by every teacher of his or her own performance and its effects on learners. A significant way of achieving this is by systematic classroom observation and feedback from professional colleagues. This book describes how to set up and engage in classroom observation using well-established professional sampling frames. It illustrates how to use focused appraisal sessions and how to deliver the feedback interview. Underpinning the author's practical guidance is a tried and tested theory of improving teaching and learning for school development and performance management. The approach is practical, positive and supportive and is designed for senior staff, SENCOs, teachers in primary and secondary schools and those taking INSET and CPD courses.
Author: Frank Hernandez
Publisher: Springer
ISBN: 9463009868
Category : Education
Languages : en
Pages : 123
Get Book Here
Book Description
This collection centres the diverse narrative experiences of six early-career US teachers who identify as critically reflective practitioners. The contributors cogently demonstrate how teachers with critically reflective mindsets take active steps to ensure that they are cognizant of how their intersecting social identities impact how they arrive at making different types of decisions (big and small), interact with students from varied backgrounds, and negotiate competing demands and expectations in and out of their classrooms. The contributors have carefully thought about how learning and teaching are complex processes that involve significant ethical, moral, and social responsibilities. While they do not offer easy answers to the complex challenges that teachers negotiate on a daily basis, their willingness to share their concerns, experiences, and lesson learned offer timely perspectives about the possibilities and promise of using critical reflection as a means to challenge and close persistent academic, equity, and opportunity gaps that disproportionately and persistently impact students from underserved populations. The editors offer strategies for developing and supporting critically reflective teachers with a focus on transforming PK-12 and teacher education through an equity-centric lens. They contend that aspiring and earlier-career teachers greatly benefit from employing critical reflection in their daily lives to not only survive but to also thrive in an increasingly complex sociopolitical climate. Additional resources and guiding questions are included with specific foci on teacher educators and other major decision-makers in PK-12 education who are directly involved with the education, professional development, and socialization of early-career teachers.
Author: Marilyn Katzenmeyer
Publisher: Corwin Press
ISBN: 1452272670
Category : Education
Languages : en
Pages : 244
Get Book Here
Book Description
Empower teachers as leaders to improve student learning and performance! With updated research and new teacher inventories and surveys, this third edition of a bestseller draws on the authors’ two decades of experience studying and observing the work of teacher leaders. Katzenmeyer and Moller examine the importance of teacher leadership in improving outcomes in schools, and cover the development of teacher leaders from preservice preparation to careerlong support. The book discusses the challenges that many teacher leaders face, including: Deciding to accept a leadership role Building principal–teacher leader relationships Working with peers Facilitating professional learning for themselves and others
Author: Lindy L. Johnson
Publisher: Springer
ISBN: 9463006060
Category : Education
Languages : en
Pages : 170
Get Book Here
Book Description
Recontextualized: A Framework for Teaching English with Music is a book that can benefit any English teacher looking for creative approaches to teaching reading, writing, and critical thinking. Providing theoretically-sound, classroom-tested practices, this edited collection not only offers accessible methods for including music into your lesson plans, but also provides a framework for thinking about all classroom practice involving popular culture. The framework described in Recontextualized can be easily adapted to a variety of educational standards and consists of four separate approaches, each with a different emphasis or application. Written by experienced teachers from a variety of settings across the United States, this book illustrates the myriad ways popular music can be used, analyzed, and created by students in the English classroom. “Together, this editor/author team has produced a book that virtuallyvibrates with possibilities for engaging youth in ways that speak to their interests while simultaneously maintaining the rigor expected of English classes.” – Donna E. Alvermann, University of Georgia
Author: John Loughran
Publisher: Springer Science & Business Media
ISBN: 9460918212
Category : Education
Languages : en
Pages : 239
Get Book Here
Book Description
There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in “real-life” teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University
