Leading Powerful Professional Learning
Autor Deidre M. Le Fevre, Fiona R. Ell, Helen S. Timperley, Kaye Twyforden Limba Engleză Paperback – 9 dec 2019
Evoluția managementului educațional din ultimul deceniu indică o tranziție clară de la modelele de formare standardizate, de tip „mărime unică”, către comunități de învățare profesională (PLC) dinamice, capabile să rezolve probleme complexe în timp real. Leading Powerful Professional Learning reflectă această schimbare, propunând un cadru de lucru bazat pe expertiza adaptivă, extras dintr-un studiu riguros de cinci ani. Remarcăm modul în care autorii Deidre M. Le Fevre, Fiona R. Ell, Helen S. Timperley și Kaye Twyford transformă teoria în instrumente pragmatice pentru liderii școlari. Subliniem structura logică a cărții, organizată metaforic pentru a facilita înțelegerea progresivă. Capitolul dedicat „Rădăcinilor” explorează fundamentul cognitiv și cultural al liderului, în timp ce secțiunea „Trunchiului” se concentrează pe calitatea relațiilor și orientarea spre îmbunătățire generativă. „Ramurile și frunzele” detaliază unsprezece acte deliberate de facilitare (DAF), oferind protocoale pentru clarificarea scopului, utilizarea dovezilor și navigarea percepțiilor de risc. Ca alternativă la The Transformative Power of Collaborative Inquiry pentru cursurile de leadership educațional, lucrarea de față aduce avantajul unor fișe de sinteză de o pagină, gata de a fi aplicate în contextul facilitării grupurilor de lucru. Apreciem rigoarea cu care sunt integrate Standardele Learning Forward, asigurând că strategiile propuse nu sunt doar teoretice, ci direct aplicabile în dezvoltarea profesională susținută. Textul este calibrat pentru a sprijini liderii în trecerea de la simpla administrare la o facilitare activă, centrată pe impactul real asupra rezultatelor elevilor.
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Specificații
ISBN-10: 1544361459
Pagini: 160
Dimensiuni: 277 x 223 x 13 mm
Greutate: 0.44 kg
Ediția:1
Editura: Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
De ce să citești această carte
Această resursă este esențială pentru directorii de școli și mentorii care doresc să transforme grupurile de profesori în comunități de învățare autentice. Cititorul câștigă acces la un set de unsprezece protocoale practice (DAF) bazate pe cercetare, menite să faciliteze rezolvarea problemelor complexe din clasă. Este un ghid metodologic care oferă claritate în procesul de dezvoltare profesională, mutând accentul de pe conformitate pe impactul asupra elevului.
Despre autor
Echipa de autori reunește experți de renume în domeniul educației și al dezvoltării profesionale. Helen S. Timperley este profesor emerit la Universitatea din Auckland, fiind recunoscută la nivel internațional pentru cercetările sale privind utilizarea datelor pentru îmbunătățirea predării. Deidre M. Le Fevre conduce programe de leadership educațional, concentrându-se pe schimbarea practicilor pedagogice. Fiona R. Ell și Kaye Twyford completează echipa cu expertiză în formarea profesorilor și sisteme de învățare, toți autorii contribuind la fundamentarea acestui manual pe dovezi empirice colectate în proiecte de reformă educațională pe termen lung.
Descriere scurtă
Recenzii
"Leading Powerful Professional Learning is a valuable resource to those responsible for designing and facilitating professional learning."
"Leaders often are unaware of the scope of their responsibilities when it comes to professional learning. Leading Powerful Professional Learning's
diagrammatic and metaphoric way of presenting the content allows readers to access the book’s content in a variety of different ways."
"Most of what is currently available centers around professional learning for a specific content area (i.e. math, science, reading) but does not focus, in general, on the development, delivery, and evaluation of effective professional learning. Leading Powerful Professional Learning fills a void that currently exists for those of us charged with providing professional learning experiences."
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"Leading Powerful Professional Learning provides specific support for those leading professional learning, giving readers the option to read cover to cover or identify specific areas of focus and read those sections. The authors present a book that moves beyond the description of what professional learning is but would provide solid examples and support for those who are leading professional learning in their school and district."
Cuprins
Preface
Acknowledgments
About the Authors
Introduction
Chapter 1: The Roots
Root #1: Adopting an Evaluative Inquiry Stance
Root #2: Valuing and Using Deep Conceptual Knowledge
Root #3: Being Agentic
Root #4: Being Aware of Cultural Positioning
Root #5: Being Metacognitive
Root #6: Bringing a Systemic Focus
Chapter 2: The Trunk
Exercise #1: Trunk: Responsiveness through Relationships with a Generative Improvement Orientation
Chapter 3: Branches and Leaves
Branch 1: Purpose and Focus
DAF #1: Clarifying Purpose
DAF #2: Focusing on Valued Student Outcomes
DAF #3: Building Coherence
DAF #4: Creating Commitment and Taking Action
Branch 2: Knowledge and Inquiry
DAF #5: Deepening Knowledge
DAF #6: Using Evidence Critically
DAF #7: Using Focused and Deep Collaborative Inquiry
Branch 3: Effective Learning Processes
DAF #8: Surfacing and Engaging Theories and Beliefs
DAF #9: Navigating Perceptions of Risk
DAF #10: Developing Self-Regulation
DAF #11: Providing Appropriate Support and Challenge
DAF #12: Co-constructing Learning
Chapter 4: Facilitating Improvement
Facilitating Improvement and Adaptive Expertise
How Does Adaptive Expertise Fit With Other Forms of Expertise?
Developing Your Own Adaptive Expertise
Developing Adaptive Expertise in Others
Putting It All Together
Research Appendix
References
Notă biografică
Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is contracted by the University of Auckland as a lecturer and as a member of their Expert Partner team that supports Communities of Learning. Her school experience has focused on participating in and leading educational change. Kaye has recently completed her PhD in Education investigating teachers' engagement in professional learning through a risk lens focused on uncertainty and vulnerability. Her work suggests a reframing of teacher resistance and highlights implications for mitigating risks in change. She brings up-to-date knowledge and skills in leading change, data analysis, inquiry and reporting.
Dr. Fiona Ell is a lecturer in primary teacher education in the School of Learning, Development and Professional Practice at the Faculty of Education, University of Auckland. She specialises in primary mathematics education and professional practice for primary student teachers. She is also a fully registered primary teacher. Fiona's research centres on how people learn in complex social contexts. She is involved in several research projects looking at how people learn in initial teacher education, in particular on practicum. She is also involved in projects centred on schooling improvement and the learning of mathematics.
Dr. Helen Timperley is a Professor of Education at the University of Auckland in New Zealand. Her early career involved teaching in early childhood, primary and secondary education sectors which formed the basis of her research program focused on making a difference to those student outcomes valued by the communities in which they live. A particular research emphasis has been on promoting leadership, organizational and professional learning in ways that improve the educational experience of students currently under-achieving in education systems. She has completed a best evidence synthesis iteration on professional learning and development that has received major international attention. She has published widely in international academic journals and has written and edited seven books focusing on the professional practice implications of her research in her specialty areas. Her research investigates how to promote learning at all levels of the education system. She and John Hattie co-authored with Shirley Clarke, Unlocking Formative Assessment.