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Leading for Powerful Learning : A Guide for Instructional Leaders



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Teachers College Pr
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This is the edition with a publication date of 8/17/2012.

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Supporting teacher learning is a complicated and challenging task. This much-awaited book offers a practical, research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice. The authors identify specific structures, formats, and strategies that an instructional leader can use to support new and veteran principals and teacher leaders. They then discuss ways to think about which structures are most appropriate for particular settings, offering suggestions on the most effective way to work with these structures. This unique book combines theory with best practices to create a vision of how 21st-century instructional leaders can improve education for all students.

Author Biography

Angela Breidenstein is an associate professor in the Department of Education at Trinity University in San Antonio, Texas. Kevin Fahey is the coordinator of programs in Educational Leadership at Salem State University in Salem, Massachusetts. Carl Glickman is president of the Institute for Schools, Education, and Democracy and professor emeritus of education at the University of Georgia. Frances Hensley is a founding member and director of the School Reform Initiative, where she supports the learning of educators.

Table of Contents

Prologuep. ix
Acknowledgmentsp. xi
Why Leadership for Adult Learning Is Crucialp. 1
Teachers as Learnersp. 2
Instructional Leadershipp. 4
Practitioner Learningp. 4
Constructive-Developmental Theoryp. 5
Beyond Individual Learningp. 7
Along the Learning Continuump. 11
The Organization of This Bookp. 12
Instrumental Learning in Schoolsp. 14
Initiating Instrumental Learningp. 16
Expert-Based Professional Developmentp. 17
Using Multimedia Resources for Instrumental Learningp. 18
Instructional Coachingp. 19
Study Groupsp. 19
Walkthroughsp. 21
Mentoringp. 23
Clinical Supervisionp. 25
Supporting Instrumental Learning: Implications for Leadershipp. 27
Socializing Learning in Schoolsp. 29
Planning for Socializing Learningp. 29
Going Against the Grainp. 30
Supporting Socializing Learning: Strategies and Protocolsp. 31
Learning with Textsp. 31
Looking at Student Workp. 34
Looking at Adult Workp. 37
Observing Colleaguesp. 40
Creating Learning Communitiesp. 43
Engaging in Collaborative Supervisionp. 47
Supporting Socializing Learning: Implications for Leadershipp. 47
Self-Authoring Learning in Schoolsp. 52
Planning for Self-Authoring Learningp. 52
Uniqueness of Self-Authoring Learningp. 53
Approaches to Self-Authoring Learningp. 56
Learning About Race and Equityp. 57
Inquiring into Practicep. 60
Engaging in Lesson Studyp. 64
Critical Friends Groupsp. 66
Clinical Supervision: Using a Nondirective Approach to Supervisionp. 72
Supporting Self-Authoring Learning: Implications for Leadershipp. 73
How Leaders Facilitate for Learningp. 75
Meetings for Learningp. 76
Agreements, Norms, and Ground Rulesp. 79
Understanding the Design Principles: Protocols for Learningp. 84
Facilitating Protocols for Learningp. 87
How Leaders Design for Learningp. 93
Design Question 1: What Does Our School (and Its Students) Need Us to Learn?p. 94
Design Question 2: Who Are Our Teachers?p. 97
Design Question 3: Who Am I As a Learner and Leader?p. 103
At the End of the Day: The Critical Role of Leadershipp. 107
Before Leaving the Design for Learning Discussion: Potential Pitfallsp. 108
The Work Is Never Donep. 110
Leading for Learningp. 111
The Three Approaches to School Reformp. 112
Why a Learning Approach to School Leadershipp. 119
How to Lead Educator Learningp. 122
The Collaborative Assessment Conference Protocolp. 123
The Tuning Protocolp. 125
The Consultancy Protocolp. 127
Establishing Ground Rulesp. 129
Setting Norms for Collaborative Workp. 131
Resourcesp. 133
Referencesp. 137
Indexp. 145
About the Authorsp. 154
Table of Contents provided by Ingram. All Rights Reserved.

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