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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.
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
|Why Leadership for Adult Learning Is Crucial||p. 1|
|Teachers as Learners||p. 2|
|Instructional Leadership||p. 4|
|Practitioner Learning||p. 4|
|Constructive-Developmental Theory||p. 5|
|Beyond Individual Learning||p. 7|
|Along the Learning Continuum||p. 11|
|The Organization of This Book||p. 12|
|Instrumental Learning in Schools||p. 14|
|Initiating Instrumental Learning||p. 16|
|Expert-Based Professional Development||p. 17|
|Using Multimedia Resources for Instrumental Learning||p. 18|
|Instructional Coaching||p. 19|
|Study Groups||p. 19|
|Clinical Supervision||p. 25|
|Supporting Instrumental Learning: Implications for Leadership||p. 27|
|Socializing Learning in Schools||p. 29|
|Planning for Socializing Learning||p. 29|
|Going Against the Grain||p. 30|
|Supporting Socializing Learning: Strategies and Protocols||p. 31|
|Learning with Texts||p. 31|
|Looking at Student Work||p. 34|
|Looking at Adult Work||p. 37|
|Observing Colleagues||p. 40|
|Creating Learning Communities||p. 43|
|Engaging in Collaborative Supervision||p. 47|
|Supporting Socializing Learning: Implications for Leadership||p. 47|
|Self-Authoring Learning in Schools||p. 52|
|Planning for Self-Authoring Learning||p. 52|
|Uniqueness of Self-Authoring Learning||p. 53|
|Approaches to Self-Authoring Learning||p. 56|
|Learning About Race and Equity||p. 57|
|Inquiring into Practice||p. 60|
|Engaging in Lesson Study||p. 64|
|Critical Friends Groups||p. 66|
|Clinical Supervision: Using a Nondirective Approach to Supervision||p. 72|
|Supporting Self-Authoring Learning: Implications for Leadership||p. 73|
|How Leaders Facilitate for Learning||p. 75|
|Meetings for Learning||p. 76|
|Agreements, Norms, and Ground Rules||p. 79|
|Understanding the Design Principles: Protocols for Learning||p. 84|
|Facilitating Protocols for Learning||p. 87|
|How Leaders Design for Learning||p. 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 Leadership||p. 107|
|Before Leaving the Design for Learning Discussion: Potential Pitfalls||p. 108|
|The Work Is Never Done||p. 110|
|Leading for Learning||p. 111|
|The Three Approaches to School Reform||p. 112|
|Why a Learning Approach to School Leadership||p. 119|
|How to Lead Educator Learning||p. 122|
|The Collaborative Assessment Conference Protocol||p. 123|
|The Tuning Protocol||p. 125|
|The Consultancy Protocol||p. 127|
|Establishing Ground Rules||p. 129|
|Setting Norms for Collaborative Work||p. 131|
|About the Authors||p. 154|
|Table of Contents provided by Ingram. All Rights Reserved.|