A laser-beam focus on improving instruction to improve learning Saying "teaching matters most" is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy-in fact, it's messy. If we want
A laser-beam focus on improving instruction to improve learning Saying "teaching matters most" is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy-in fact, it's messy. If we want
Thomas M. McCann is a professor of English at Northern Illinois University. He is a former high school English teacher and school and district administrator. His books include Transforming Talk into Text and Literacy and History in Action. He is the coauthor or coeditor of Supporting Beginning English Teachers, Talking in Class, Discussion Pathways to Literacy Learning, and Raise Your Voices.
Inhaltsangabe
Foreword by Deborah Meier Preface: Lessons Learned From Experience A "New" Take in School Improvement Central Theme Organization of the Book What Makes This Book Distinctive Acknowledgments About the Authors 1. What are common practices in schools? What We Found in Classrooms Truths Hidden in Plain View Transforming Accountability New Direction Are There "Best Practices" in Teaching? Bringing Best Practices to Scale Are Some Practices Better Than Others? The Poverty of Prescribing Best Practices 2. What distinguishes quality teaching? Three Classrooms, Three Practitioners A Simple Truth Hidden in Plain View Disjointed Teaching Why Teachers Are Frustrated What Is Quality Teaching? Observing High-Quality Teaching Instructional Systems The Road Less Traveled 3. How do we learn about the quality of our teaching? How to Make the Case for an Emphasis on Teacher Quality Three Leadership Requirements Defining Quality Teaching How to Engage School Personnel in Devising a Vision of Quality Instruction Some Rudiments of Quality Teaching The Importance of Curriculum Coherence Learning From Students The Current State of Teaching in Your School How to Evaluate the Quality of Teaching in Your School 4. What should induction and mentoring look like? Basic Components of a Teacher Mentor Program Facing Critical Junctures Together Planning for New Teachers' Success 5. What should professional development look like? What We Know About Professional Development The Disregarded Truths of Professional Development The Components of a Professional Learning Culture Building Blocks of Professional Learning Leading Professional Learning Communities 6. How can teacher evaluaiton become more meaningful? "Drive-By" Teacher Evaluation "Absentee Landords" Lists and Rubrics Abound 7. How can we sustain a culture of exceptional instruction? Ten Actions to Sustain High-Quality Teaching Systems in Place Sanctity of the Classroom Envisioning Quality Teaching Right People in Right Places Balanced Leadership Clear and Timely Communication Standards for Professional Conduct Collaboration Reflection and Continuous Improvement Ongoing Professional Dialogues 8. How do we face our leadership challenges? Suppressing Distraction Building Principal's Knowledge Building Trust Influencing Resistant Teachers Coping With the Pace Final Thoughts Resources A. How Can You Spot a Really Good Teacher? B. Framework for Observing Classes C. Student Forum Questions D. Teacher Interview Questions References Index
Foreword by Deborah Meier Preface: Lessons Learned From Experience A "New" Take in School Improvement Central Theme Organization of the Book What Makes This Book Distinctive Acknowledgments About the Authors 1. What are common practices in schools? What We Found in Classrooms Truths Hidden in Plain View Transforming Accountability New Direction Are There "Best Practices" in Teaching? Bringing Best Practices to Scale Are Some Practices Better Than Others? The Poverty of Prescribing Best Practices 2. What distinguishes quality teaching? Three Classrooms, Three Practitioners A Simple Truth Hidden in Plain View Disjointed Teaching Why Teachers Are Frustrated What Is Quality Teaching? Observing High-Quality Teaching Instructional Systems The Road Less Traveled 3. How do we learn about the quality of our teaching? How to Make the Case for an Emphasis on Teacher Quality Three Leadership Requirements Defining Quality Teaching How to Engage School Personnel in Devising a Vision of Quality Instruction Some Rudiments of Quality Teaching The Importance of Curriculum Coherence Learning From Students The Current State of Teaching in Your School How to Evaluate the Quality of Teaching in Your School 4. What should induction and mentoring look like? Basic Components of a Teacher Mentor Program Facing Critical Junctures Together Planning for New Teachers' Success 5. What should professional development look like? What We Know About Professional Development The Disregarded Truths of Professional Development The Components of a Professional Learning Culture Building Blocks of Professional Learning Leading Professional Learning Communities 6. How can teacher evaluaiton become more meaningful? "Drive-By" Teacher Evaluation "Absentee Landords" Lists and Rubrics Abound 7. How can we sustain a culture of exceptional instruction? Ten Actions to Sustain High-Quality Teaching Systems in Place Sanctity of the Classroom Envisioning Quality Teaching Right People in Right Places Balanced Leadership Clear and Timely Communication Standards for Professional Conduct Collaboration Reflection and Continuous Improvement Ongoing Professional Dialogues 8. How do we face our leadership challenges? Suppressing Distraction Building Principal's Knowledge Building Trust Influencing Resistant Teachers Coping With the Pace Final Thoughts Resources A. How Can You Spot a Really Good Teacher? B. Framework for Observing Classes C. Student Forum Questions D. Teacher Interview Questions References Index
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