The Leader Within: Understanding and Empowering Teacher Leaders
Autor Brian K. Creasman, Michael Coquyten Limba Engleză Hardback – 24 aug 2016 – vârsta până la 2 ani
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Specificații
ISBN-13: 9781475829686
ISBN-10: 147582968X
Pagini: 198
Dimensiuni: 150 x 232 x 18 mm
Greutate: 0.36 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
ISBN-10: 147582968X
Pagini: 198
Dimensiuni: 150 x 232 x 18 mm
Greutate: 0.36 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield Publishers
Locul publicării:New York, United States
Cuprins
Foreword
Preface
Acknowledgments
Introduction
Chapter 1
Domain 1 Fostering a Collaborative Culture to Support Educator Development and Student Learning
Group processes for collaboration
Listening, presenting ideas, and leading discussions
Facilitation skills to create trust among colleagues
Inclusive culture and diverse perspectives
Understanding different backgrounds, ethnicities and cultures
Domain 1 Summary
Chapter 2
Domain 2 Accessing and Using Research to Improve Practice and Student Learning
Accessing and using research
Analysis of student learning data
Collaborating with outside organizations
Collect, analyze, and communicate data
Domain 2 Summary
Chapter 3
Domain 3 Promoting Professional Learning for Continuous Improvement
Planning professional learning
Adult learning
Professional learning among colleagues
Technologies to promote collaborative and differentiated professional learning
Quality professional learning
Job-embedded professional learning
Providing constructive feedback to colleagues
Emerging education, economic, and social trends in planning
Domain 3 Summary
Chapter 4
Domain 4 Facilitating Improvements in Instruction and Student Learning
Collection, analysis, and use of classroom- and school-based data
Reflective dialog with colleagues
Mentor, coach, and content facilitator
Team leadership
Emerging technologies
Diversity and equity in the classroom
Domain 4 Summary
Chapter 5
Domain 5 Promoting the Use of Assessments and Data for School and District
Improvement
Use of multiple assessment tools
Interpreting student data to improve educational practice and student learning
Climate of trust and critical reflection
Using data to promote changes in instructional practices
Domain 5 Summary
Chapter 6
Domain 6 Improving Outreach and Collaboration with Families and
Community
Effective interactions among colleagues, families, and the larger community
Effective communication and collaboration skills with stakeholders
Culturally responsive strategies to enrich the educational experiences of students
Diverse educational needs of families and the community
Comprehensive strategies to address diverse educational needs
Domain 6 Summary
Chapter 7
Domain 7 Advocating for Student Learning and the Profession
Local, state, and national trends and policies
Advocate for teaching and learning processes
Securing additional resources that support student learning
Professional resources, including financial support and human and other material resources
Advocate for the profession in contexts outside of the classroom
Domain 7 Summary
Final Thoughts about Teacher Leadership
Preface
Acknowledgments
Introduction
Chapter 1
Domain 1 Fostering a Collaborative Culture to Support Educator Development and Student Learning
Group processes for collaboration
Listening, presenting ideas, and leading discussions
Facilitation skills to create trust among colleagues
Inclusive culture and diverse perspectives
Understanding different backgrounds, ethnicities and cultures
Domain 1 Summary
Chapter 2
Domain 2 Accessing and Using Research to Improve Practice and Student Learning
Accessing and using research
Analysis of student learning data
Collaborating with outside organizations
Collect, analyze, and communicate data
Domain 2 Summary
Chapter 3
Domain 3 Promoting Professional Learning for Continuous Improvement
Planning professional learning
Adult learning
Professional learning among colleagues
Technologies to promote collaborative and differentiated professional learning
Quality professional learning
Job-embedded professional learning
Providing constructive feedback to colleagues
Emerging education, economic, and social trends in planning
Domain 3 Summary
Chapter 4
Domain 4 Facilitating Improvements in Instruction and Student Learning
Collection, analysis, and use of classroom- and school-based data
Reflective dialog with colleagues
Mentor, coach, and content facilitator
Team leadership
Emerging technologies
Diversity and equity in the classroom
Domain 4 Summary
Chapter 5
Domain 5 Promoting the Use of Assessments and Data for School and District
Improvement
Use of multiple assessment tools
Interpreting student data to improve educational practice and student learning
Climate of trust and critical reflection
Using data to promote changes in instructional practices
Domain 5 Summary
Chapter 6
Domain 6 Improving Outreach and Collaboration with Families and
Community
Effective interactions among colleagues, families, and the larger community
Effective communication and collaboration skills with stakeholders
Culturally responsive strategies to enrich the educational experiences of students
Diverse educational needs of families and the community
Comprehensive strategies to address diverse educational needs
Domain 6 Summary
Chapter 7
Domain 7 Advocating for Student Learning and the Profession
Local, state, and national trends and policies
Advocate for teaching and learning processes
Securing additional resources that support student learning
Professional resources, including financial support and human and other material resources
Advocate for the profession in contexts outside of the classroom
Domain 7 Summary
Final Thoughts about Teacher Leadership
Recenzii
The authors stress developing teacher leaders as an integral part of school and district improvement, rather than in isolation. With these strong teacher leaders, schools can harness the leadership at the classroom level to lead to student and organizational growth.... [T]his resource would be a great text in a graduate course or an in-district teacher leader growth program.
In the past few years, school accountability and improvement has become based more and more on measurable learning for students. In order to facilitate enhanced student learning, teacher leaders are needed to facilitate and maximize school wide effectiveness and achievement. In The Leader Within, Coquyt and Creasman provide background information, ideas and resources for principals and teachers to utilize for enhancing and growing teacher leadership in schools. If your school is just beginning to intentionally utilize teacher leadership or if you have a process in place, there are resources to meet your needs. The Teacher Leader Model Standards are presented in a format that is engaging, reflective, and will provide a template for growth and development of teacher leaders.
The last few years have witnessed increasing emphasis on accountability within our nation's schools. As a result, there has been a push to improve both the overall educational experience for students in the name of increased student achievement. Rather than rely solely on school administrators to lead the push for school improvement and increased achievement, Coquyt and Creasman (2015) advocate for teacher leadership. Within the context of Teacher Leader Model Standards, these authors provide an understandable and intentional teacher leadership framework through which teacher leadership can be introduced, mentored, and realized.
Every school is involved in improving the quality of education for their students, but what we are doing is not working. More than 2.5 million students dropped out of high school in 2012. When you examine who makes school decisions, teachers are rarely involved in the decision making process. We need to change that. We need to begin to tap teacher expertise, provide teachers with leadership training, empower them, and eliminate the separated and disconnected silos of teachers and administrators. The Leader Within: Understanding and Empowering Teachers gives us hope, vision, and guidance to create a new model of teacher leadership, which has potential to restructure and revitalize our schools and increase the success of our students.
As public education continues to become more complex, the role of the teacher leader will continue to grow. Essentially, schools that fail to empower teachers to be leaders or to grow a culture of teacher leadership will continue to struggle to meet the needs of students. This book not only provides valuable strategies to grow and empower teacher leaders, it also can strengthen the capacity of current teacher leaders in any school by using the Teacher Leader Model Standards. The authors provide an excellent resource for principals and teachers who are looking to grow a school culture focused on leadership and learning.
In the past few years, school accountability and improvement has become based more and more on measurable learning for students. In order to facilitate enhanced student learning, teacher leaders are needed to facilitate and maximize school wide effectiveness and achievement. In The Leader Within, Coquyt and Creasman provide background information, ideas and resources for principals and teachers to utilize for enhancing and growing teacher leadership in schools. If your school is just beginning to intentionally utilize teacher leadership or if you have a process in place, there are resources to meet your needs. The Teacher Leader Model Standards are presented in a format that is engaging, reflective, and will provide a template for growth and development of teacher leaders.
The last few years have witnessed increasing emphasis on accountability within our nation's schools. As a result, there has been a push to improve both the overall educational experience for students in the name of increased student achievement. Rather than rely solely on school administrators to lead the push for school improvement and increased achievement, Coquyt and Creasman (2015) advocate for teacher leadership. Within the context of Teacher Leader Model Standards, these authors provide an understandable and intentional teacher leadership framework through which teacher leadership can be introduced, mentored, and realized.
Every school is involved in improving the quality of education for their students, but what we are doing is not working. More than 2.5 million students dropped out of high school in 2012. When you examine who makes school decisions, teachers are rarely involved in the decision making process. We need to change that. We need to begin to tap teacher expertise, provide teachers with leadership training, empower them, and eliminate the separated and disconnected silos of teachers and administrators. The Leader Within: Understanding and Empowering Teachers gives us hope, vision, and guidance to create a new model of teacher leadership, which has potential to restructure and revitalize our schools and increase the success of our students.
As public education continues to become more complex, the role of the teacher leader will continue to grow. Essentially, schools that fail to empower teachers to be leaders or to grow a culture of teacher leadership will continue to struggle to meet the needs of students. This book not only provides valuable strategies to grow and empower teacher leaders, it also can strengthen the capacity of current teacher leaders in any school by using the Teacher Leader Model Standards. The authors provide an excellent resource for principals and teachers who are looking to grow a school culture focused on leadership and learning.