Balanced Leadership for Powerful Learning

Author: Bryan Goodwin
Publisher: ASCD
ISBN: 1416620885
Format: PDF
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What makes a great school leader? Contrary to what many believe, the answer is not tied to a certain kind of personality but to specific behaviors and actions that have positive effects on student achievement—behaviors and actions that any school leader can learn and put into practice. Over the last decade, thousands of school principals have done that, by implementing “balanced leadership,” an approach that recognizes the need to both maintain and challenge the status quo in order to move schools forward. Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: * Establishing a clear focus—keeping the work and the conversations targeted on the issues that matter most; * Managing change—understanding how to skillfully steer through the challenges associated with making improvements, both large and small; and * Developing a purposeful community—creating a sense among all teachers and staff that they are invested in student outcomes and that they can make a difference. For each of these areas, key points and specific practices are described in detail and illustrated with stories from school principals who have successfully learned how to become great leaders. Step-by-step tools provide clear guidance for readers who are ready to make the same kind of journey—one with the potential to transform them and the schools they serve.

Leading for Instructional Improvement

Author: Stephen Fink
Publisher: John Wiley & Sons
ISBN: 9781118031759
Format: PDF, ePub
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Leading for Instructional Improvement Educational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. Leading for Instructional Improvement captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org. Praise for Leading for Instructional Improvement "This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings." —PEDRO A. NOGUERA, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education "A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools." —DR. BEVERLY HALL, superintendent, Atlanta Public Schools "In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership." —JERRY D. WEAST, Ed.D., superintendent of schools, Montgomery County Public Schools, Maryland "Fink and Markholt offer practitioners a guide to effective teaching. Leading for Instructional Improvement asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow." —BARNETT BERRY, president, Center for Teaching Quality

Using Data to Focus Instructional Improvement

Author: Cheryl James-Ward
Publisher: ASCD
ISBN: 1416614842
Format: PDF, Kindle
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Data. Does the word make you cringe? Does it evoke feelings of guilt? Are you unsure how to distill it and use it effectively? Grab this book and learn how to empower yourself and your school community with information gleaned from your school's data. Experienced educators and authors offer simple instructions that can help focus school improvement efforts and result in increasing teacher expertise--a factor that positively affects the quality of life for students long after they have left the classroom. Accepting responsibility for such far-reaching influence requires educators to adopt instructional improvement as a standard by which a school needs to operate and as a means to collaborate and interact with one another. More than that, though, instructional improvement is an important component of successful schools. Learn how to improve instruction by * Collecting the right data--the right way. * Incorporating relevant data into everyone's daily life. * Resisting the impulse to set brand-new goals every year. * Never settling for "good enough." * Anticipating changes--big and small, local and federal. * Collaborating and avoiding privatized practice. * Involving all stakeholders in identifying problems, setting goals, and analyzing data. * Agreeing on what constitutes high-quality instruction and feedback. The challenge is to understand that data--not intuition or anecdotal reports--are tools to be used in getting better at teaching students. And teaching students effectively is what schools are all about. Following the guidance in this book, overcome uncertainty and concerns about data as you learn to collect and analyze both soft and hard data and use their secrets for instructional improvement in your school.

Powerful Learning

Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 1119181763
Format: PDF, Docs
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In Powerful Learning, Linda Darling-Hammond and animpressive list of co-authors offer a clear, comprehensive, andengaging exploration of the most effective classroom practices.They review, in practical terms, teaching strategies that generatemeaningful K–2 student understanding, and occur both withinthe classroom walls and beyond. The book includes rich stories, aswell as online videos of innovative classrooms and schools, thatshow how students who are taught well are able to think critically,employ flexible problem-solving, and apply learned skills andknowledge to new situations.

Leading Instructional Rounds in Education

Author: Thomas Fowler-Finn
Publisher: Harvard Education Press
ISBN: 9781612505268
Format: PDF, Docs
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Instructional rounds is a powerful form of professional learning aimed at helping schools and systems develop the capacity to educate all children to high levels. In this practical book, Thomas Fowler-Finn, an experienced consultant who has worked closely with the Harvard team that pioneered instructional rounds, discusses how facilitators can skillfully guide a network of educators through the rounds process. He shows how to scaffold participant learning, model effective teaching practices, and gradually transfer agency to the network. Leading Instructional Rounds is an invaluable resource for advancing the work of all facilitators, whether novice or experienced.

Becoming a School Principal

Author: Sarah E. Fiarman
Publisher:
ISBN: 9781612508474
Format: PDF, Docs
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In "Becoming a School Principal," Sarah E. Fiarman describes her first few years as a school principal committed to enacting a powerful vision of leading and learning."

The Artisan Teaching Model for Instructional Leadership

Author: Kenneth Baum
Publisher: ASCD
ISBN: 1416622543
Format: PDF, Kindle
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The Artisan Teaching Model merges the idea of teamwork with the concept of an artisan-apprentice relationship. As in any apprenticeship, newer members of the profession work alongside experts (“artisans”). As apprentices become more skilled, they take on larger and more substantial roles and continue to work alongside, and together with, artisans. Over time, the apprentices become artisans themselves and in turn share the art and craft of teaching with newer teachers. Although rubrics and checklists may cue good teaching practices, they do not make great teachers or effective leaders. Teaching is a craft, and great teachers must be treated as the artisans they are. It’s the intensive collaboration among teachers that helps them develop the broad range of skills they need to become true artisans who know how to help every student achieve. Baum and Krulwich work from this underlying premise and argue that all schools must develop conditions that allow true artisanship to flourish. “Baum and Krulwich’s Artisan Teaching is a great example of the power of collaboration in schools . . . and should be widely emulated by those interested in building capacity and improving schools. Great ideas for creating a school community based in deep learning that benefits all schools.” —Michael Fullan Professor Emeritus, University of Toronto “Artisan Teaching puts the emphasis right where it belongs—on the home-grown, teacher-led creation and improvement of course curriculum and instruction. Baum and Krulwich’s book, based on the excellent results achieved at their school in the Bronx, confirms the unrivaled power of focusing on the right things, all the time.” —Mike Schmoker Author of Leading with Focus “Baum and Krulwich’s system is a powerful and innovative new approach to leadership development within schools. The Artisan Teaching Model is both bold and creative and can be implemented successfully in any school in the country. It is a must-read for anyone interested in school improvement.” —Joel Klein Former Chancellor, NYC Department of Education

Change Leadership

Author: Tony Wagner
Publisher: John Wiley & Sons
ISBN: 1118429516
Format: PDF, Docs
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The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. It exemplifies a new and powerful approach to leadership in schools.