Leading for Instructional Improvement : How Successful Leaders Develop Teaching and Learning Expertise

by Fink, Stephen; Markholt, Anneke; Copland, Michael A.; Michelson, Joanna; Bransford, John

• ISBN13: 9780470542750
• ISBN10: 0470542756
• Edition: 1st
• Format: Paperback
• Copyright: 2011-03-22
• Publisher: Jossey-Bass

Summary

There is little agreement among school leaders on what constitutes quality teaching and how best to support teachers in improving lessons, assessments, and classroom instruction. This book will show how principals and other school leaders can 'grow' the expertise of teachers to deliver high quality instruction that serves all students well. It introduces principals to a five-part model of effective instruction. It then shows leaders how to make use of this framework for guiding new and veteran teachers on improving lessons, instruction, and other aspects of classroom practices.

Author Biography

Stephen Fink is 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.

Table of Contents

Foreword	p. ix
Acknowledgments	p. xiii
Introduction	p. xvii
The Authors	p. xxvii
About the Center for Educational Leadership	p. xxix
Making the Case for Instructional Expertise	p. 1
The Leader's Role in Developing Teacher Expertise	p. 3
It Takes Expertise to Make Expertise	p. 5
Building Shared Understanding	p. 16
Conclusion	p. 19
Discussion Questions	p. 20
Developing an Expert Instructional Eye	p. 21
The Five Dimensions of Teaching and Learning	p. 23
Purpose	p. 26
Student Engagement	p. 29
Curriculum and Pedagogy	p. 34
Assessment for Student Learning	p. 37
Classroom Environment and Culture	p. 41
Conclusion	p. 46
Discussion Questions	p. 46
Applying the Five Dimensions of Teaching and Learning	p. 47
Analysis	p. 52
Conclusion	p. 84
Discussion Questions	p. 84
Leading for Instructional Improvement	p. 85
Observing Classroom Practice	p. 87
Leadership Begins with Purpose	p. 87
The Learning Walkthrough	p. 89
The Goal-Setting and Implementation Walkthrough	p. 106
The Supervisory Walkthrough	p. 114
Conclusion	p. 121
Discussion Question	p. 122
Responding to Observations	p. 123
Observations, Interpretations, and Feedback	p. 125
Classroom Observations and Honest Conversations	p. 129
The Development of Shared Vision: A District Case	p. 134
Organizing Thinking: A Middle School Case	p. 142
Conclusion	p. 146
Discussion Questions	p. 147
Orchestrating Professional Learning	p. 149
Leaders as Conductors	p. 151
Orchestrating Professional Learning	p. 173
Conclusion	p. 186
Discussion Questions	p. 187
Coaching to Improve Practice	p. 189
What Is Coaching?	p. 190
Why Does Coaching Matter?	p. 191
Modes of Coaching	p. 192
Peer Coaching and Mentoring	p. 193
Cognitive Coaching	p. 194
Instructional Coaching and Content Coaching	p. 197
Expertise in Content Coaching	p. 199
Research-Decide-Coach	p. 205
Conclusion	p. 217
Discussion Questions	p. 217
Embracing New Opportunities for Leading and Learning	p. 219
The Leader's Role in Improving Teacher Practice	p. 221
Reciprocal Accountability	p. 221
Leading with an Inquiry Stance	p. 230
Conclusion	p. 240
Discussion Questions	p. 240
A New Vision for Improving Learning for All	p. 241
Discussion Questions	p. 246
5D Framework	p. 247
Types of Classroom Observations	p. 253
References	p. 257
Index	p. 263
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