Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
About the Authors | p. xiii |
Introduction | p. 1 |
School Improvement Means People Improvement | p. 5 |
Denial | p. 7 |
Failed Strategies | p. 11 |
Flawed Strategies Flow From Flawed Assumptions | p. 14 |
School Improvement Means People Improvement | p. 15 |
Creating the Conditions for Continuous School Improvement | p. 20 |
Three Big Ideas That Drive the PLC Process | p. 22 |
Conclusion | p. 25 |
The District's Role in Supporting the PLC Process | p. 27 |
Effective District Leaders Both Direct and Empower | p. 28 |
Effective District Leaders Create a Common Language | p. 34 |
Effective District Leaders Monitor the PLC Process in Each School as They Develop the Capacity of Principals to Lead the Process | p. 37 |
Effective Superintendents Limit Initiatives | p. 40 |
Effective Superintendents Communicate Priorities Effectively | p. 42 |
Conclusion | p. 45 |
The Principal's Role in Leading a Professional Learning Community | p. 47 |
The Research on School Leadership | p. 47 |
A Tradition of Teacher Isolation | p. 50 |
The Collaborative Team as a Catalyst for Shared Leadership | p. 56 |
Training Team Leaders | p. 58 |
Principals as Capacity Builders | p. 60 |
Conclusion | p. 62 |
Creating the Collaborative Culture of a Professional Learning Community | p. 65 |
Acknowledging the Challenge | p. 67 |
Difficult, but Doable | p. 69 |
Reciprocal Accountability: The Key to Building Collective Capacity | p. 70 |
Conclusion | p. 86 |
Developing a Guaranteed and Viable Curriculum | p. 89 |
PLCs and a Guaranteed and Viable Curriculum | p. 93 |
Identifying the Nature of Objectives | p. 94 |
Identifying the Appropriate Grain Size of Objectives | p. 96 |
Identifying the Appropriate Number of Objectives | p. 105 |
Articulating Levels of Knowledge | p. 111 |
Designing Proficiency Scales | p. 114 |
Conclusion | p. 117 |
Ongoing Monitoring of Student Learning | p. 119 |
Assessment in the Current System | p. 120 |
A New Way to Design and Score Assessments | p. 123 |
New Types of Assessments | p. 129 |
SMART Goals Reconsidered | p. 132 |
Common Assessments Reconsidered | p. 132 |
Translating Scale Scores to Traditional Grades | p. 134 |
A New Report Card | p. 135 |
Conclusion | p. 139 |
Ensuring Effective Instruction | p. 141 |
Lesson Study | p. 142 |
Lesson Study Within a PLC | p. 143 |
Observing Lessons in Action | p. 166 |
Conclusion | p. 170 |
Responding When Kids Don't Learn | p. 171 |
A Schoolwide Response to Students Who Do Not Learn | p. 172 |
Response to Intervention: Is It the Solution? | p. 175 |
Mistaken Approaches to Response to Intervention | p. 176 |
Effective Systems of Intervention | p. 180 |
Enrichment in a Professional Learning Community | p. 186 |
But the Schedule Won't Let Us | p. 189 |
Conclusion | p. 191 |
Leadership Is an Affair of the Heart | p. 193 |
Leadership as a Love Affair | p. 194 |
Leading by Example | p. 198 |
Effective Leaders Articulate a Clear, Compelling, and Focused Vision and Connect It to Others' Hopes and Dreams | p. 201 |
Effective Leaders Help Those They Lead Feel More Capable by Helping Them Become More Capable | p. 204 |
Conclusion | p. 208 |
References and Resources | p. 209 |
Index | p. 227 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.