Making a Difference: Instructional Leadership That Drives Self-Reflection and Values the Expertise of Teachers
Autor Ian M. Mette, Dwayne Ray Cormier, Yanira Oliverasen Limba Engleză Paperback – 22 oct 2023
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Specificații
ISBN-13: 9781475872262
ISBN-10: 1475872267
Pagini: 152
Ilustrații: 16 b/w illustrations; 3 tables
Dimensiuni: 153 x 231 x 10 mm
Greutate: 0.23 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
ISBN-10: 1475872267
Pagini: 152
Ilustrații: 16 b/w illustrations; 3 tables
Dimensiuni: 153 x 231 x 10 mm
Greutate: 0.23 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
Cuprins
Contents
Prologue
Preface
Acknowledgments
IntroductionThe Instructional Leader as an Equity Leader
To whom and what are we most accountable?Why leadership is crucial to the conversationWhy we need culturally responsive instructional supervision nowHow developing empathy can make our communities betterLearning to stand up to hatred
Part IAddressing the Feedback Loop Problem in US Schools
Chapter 2Shifting Feedback from Hierarchical to Helpful
Shifting away from plantation practicesReexamining the purpose of feedback about instructionUtilizing ongoing conversations to cocreate knowledge and promote authentic accountabilityLeveraging relational trust to promote more inclusive instruction
Chapter 3Liberating Ourselves from Prepackaged Systems
Why moving beyond the checklist is so importantHow templates prevent critical thinkingLearning to create feedback practices that are immediately usefulDeveloping common language and assumptions about learning Meeting policy requirements through pedagogies that lead to equitable outcomes
Chapter 4Learning to Engage in a Community of Culturally Responsive Instructors (CCRI)
Considering the role of data in acts of educational resistanceWhy autonomy is at the heart of inclusive instructionHow critical colleagues can collaborate for co-liberationSharing learning as a form of love across a school cultureQuestioning power structures to address systemic inequityThe challenges of moving forward with the work
Part IIDeveloping a Team of Inclusive Instructional Leaders
Chapter 5Being Intentional about Representation
Why representation mattersShifting away from racial and sexual contractsOther sociocultural identities to considerDetermining how 'instructional success' is measuredThe goal is not to maintain comfortablenessBeing clear about steps for success
Chapter 6Working Together to Determine What Culturally Responsive Instructional Supervision Looks Like
Determining goals for walkthroughsWhat does equity data look like in a walkthrough?How ongoing instructional reflections inform practiceThe process of examining walkthrough dataUsing data to drive professional development efforts
Chapter 7Establishing A Plan of Action When Instruction is Not Inclusive
Defining what teaching looks like that lacks cultural responsivenessDetermining feedback and support structures to addresses problematic pedagogiesFurther developing reflective and inclusive instructionSeeing criticality as a tool for emancipationDeveloping the scaffolding for transformation
Part III Supporting Ongoing Growth and Development of Culturally Responsive Instruction
Chapter 8Growth Starts with the Self
Using agency to address the purpose of educationOwning content expertiseLearning to address the needs of society over our own comfortKnowing pedagogical look-fors when reflecting on teaching
Chapter 9Learning to Grow with Critical Colleagues
How critical colleagues help to better understand the self and othersTopics of discussion for critical colleague groupsBeing purposeful with discussions to drive difficult growth edgesUsing every group conversation as an opportunity to discuss equity
Chapter 10Using Peer-Led Classroom Observations to Drive Equitable Outcomes
How peer walkthroughs can help calibrate building-wide expectationsUsing peer feedback to inform inquiry cyclesTransforming feedback to deconstruct systems of inequityAllowing instructional improvement efforts to evolved over time for more equitable outcomes
ConclusionSignaling a Shift in Where We Must Go
Resisting technorational approaches to improving instruction Using supervision to support a system of opportunity Honoring 'getting into good trouble'A closing note to practitioner
Prologue
Preface
Acknowledgments
IntroductionThe Instructional Leader as an Equity Leader
To whom and what are we most accountable?Why leadership is crucial to the conversationWhy we need culturally responsive instructional supervision nowHow developing empathy can make our communities betterLearning to stand up to hatred
Part IAddressing the Feedback Loop Problem in US Schools
Chapter 2Shifting Feedback from Hierarchical to Helpful
Shifting away from plantation practicesReexamining the purpose of feedback about instructionUtilizing ongoing conversations to cocreate knowledge and promote authentic accountabilityLeveraging relational trust to promote more inclusive instruction
Chapter 3Liberating Ourselves from Prepackaged Systems
Why moving beyond the checklist is so importantHow templates prevent critical thinkingLearning to create feedback practices that are immediately usefulDeveloping common language and assumptions about learning Meeting policy requirements through pedagogies that lead to equitable outcomes
Chapter 4Learning to Engage in a Community of Culturally Responsive Instructors (CCRI)
Considering the role of data in acts of educational resistanceWhy autonomy is at the heart of inclusive instructionHow critical colleagues can collaborate for co-liberationSharing learning as a form of love across a school cultureQuestioning power structures to address systemic inequityThe challenges of moving forward with the work
Part IIDeveloping a Team of Inclusive Instructional Leaders
Chapter 5Being Intentional about Representation
Why representation mattersShifting away from racial and sexual contractsOther sociocultural identities to considerDetermining how 'instructional success' is measuredThe goal is not to maintain comfortablenessBeing clear about steps for success
Chapter 6Working Together to Determine What Culturally Responsive Instructional Supervision Looks Like
Determining goals for walkthroughsWhat does equity data look like in a walkthrough?How ongoing instructional reflections inform practiceThe process of examining walkthrough dataUsing data to drive professional development efforts
Chapter 7Establishing A Plan of Action When Instruction is Not Inclusive
Defining what teaching looks like that lacks cultural responsivenessDetermining feedback and support structures to addresses problematic pedagogiesFurther developing reflective and inclusive instructionSeeing criticality as a tool for emancipationDeveloping the scaffolding for transformation
Part III Supporting Ongoing Growth and Development of Culturally Responsive Instruction
Chapter 8Growth Starts with the Self
Using agency to address the purpose of educationOwning content expertiseLearning to address the needs of society over our own comfortKnowing pedagogical look-fors when reflecting on teaching
Chapter 9Learning to Grow with Critical Colleagues
How critical colleagues help to better understand the self and othersTopics of discussion for critical colleague groupsBeing purposeful with discussions to drive difficult growth edgesUsing every group conversation as an opportunity to discuss equity
Chapter 10Using Peer-Led Classroom Observations to Drive Equitable Outcomes
How peer walkthroughs can help calibrate building-wide expectationsUsing peer feedback to inform inquiry cyclesTransforming feedback to deconstruct systems of inequityAllowing instructional improvement efforts to evolved over time for more equitable outcomes
ConclusionSignaling a Shift in Where We Must Go
Resisting technorational approaches to improving instruction Using supervision to support a system of opportunity Honoring 'getting into good trouble'A closing note to practitioner
Recenzii
The book, Making a Difference, is a first for the field of educational supervision and its practices in schools. Authors Ian M. Mette, Dwayne Ray Cormier, and Yanira Oliveras unpack important foundations for leaders who care about equity in schools and the moral leadership needed to steer systems and their people to create fair practices built on trust, respect for diversity, and leveraging belonging as foundational to the success of teachers and their students. The many lessons offered will make a difference in the lives of those who populate schools.
The reader will walk away energized by the messages about the value of codified processes involved with conducting classroom observations and engaging in conversations to unpack bias for both leaders and peers alike. The lift necessary to create new paradigms about this important work will yield more equitable practices for leaders, and teachers-all working on behalf of educating children.
This is a book that I will consult often.
The reader will walk away energized by the messages about the value of codified processes involved with conducting classroom observations and engaging in conversations to unpack bias for both leaders and peers alike. The lift necessary to create new paradigms about this important work will yield more equitable practices for leaders, and teachers-all working on behalf of educating children.
This is a book that I will consult often.