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| Foreword | |
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| Introduction | |
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| Set Big Goals | |
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| Foundations of Effective Goal Setting | |
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| Inspiring Strong Results with Measurable Outcomes | |
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| Inspiring High Performance with High Expectations | |
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| Leading with Students' Needs and Interests | |
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| Inside the Minds of Great Goal-Setters: The Qualities of Effective Big Goals | |
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| What Measurable Academic Progress Should My Students Achieve? | |
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| What Traits and Mindsets Will Best Serve My Students? | |
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| What Pathways to Student Opportunity Should Inform My Big Goal? | |
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| What Student Interests and Motivations Could Shape the Big Goal? | |
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| Conclusion: Key Ideas and Next Questions | |
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| �Why Do People Set Big Goals?": From the Ms. Lora Story | |
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| Invest Students and Their Families | |
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| Two Key Elements of Investment | |
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| Shaping Students' Mindsets: �I Can" and �I Want" | |
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| Collaborating With Students' Families and Influencers | |
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| Strategies for Investing Students | |
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| Creating a Welcoming Environment to Increase Student Investment | |
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| Developing a Culture of Achievement | |
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| Investing Students through Instruction and Learning | |
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| Conclusion: Key Ideas and Next Questions | |
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| �What If You're Wrong?": From the Ms. Lora Story | |
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| Plan Purposefully | |
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| The Foundation of Purposeful Planning | |
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| Developing Your Vision of Success | |
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| Translating Your Vision Into a Well-Designed Assessment | |
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| Mapping Out a Vision-Aligned Plan | |
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| Three Forms of Classroom Plans | |
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| Long-term Planning: Year-long and Unit Plans | |
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| Lessons Plans | |
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| Classroom Management Plans | |
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| Conclusion: Key Ideas and Next Questions | |
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| �It Still Tastes Good": From the Ms. Lora Story | |
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| Execute Effectively | |
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| Three Key Elements of Effective Execution | |
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| Doing Well What Must Be Done | |
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| Insisting on Seeing Reality | |
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| Adjusting Course as Circumstances Change | |
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| What Effective Execution Looks Like in the Classroom | |
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| Effectively Communicating Key Ideas | |
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| Coordinating Student Practice | |
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| Checking For Understanding | |
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| Tracking Progress | |
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| Maximizing Efficiency with Organization and Routine | |
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| Asserting Authority | |
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| Conclusion: Key Ideas and Next Questions | |
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| �Light Monitor. Form Collector. Plant Manager.": From the Ms. Lora Story | |
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| Continuously Increasing Improvement | |
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| Foundations of Continuous Improvement | |
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| Effective Teaching is a Learnable Skill | |
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| �In God We Trust. Everyone Else Bring Data." | |
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| We Drive Our Own Improvement | |
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| No Teacher is an Island | |
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| A Cycle of Reflection that Leads to Increased Effectiveness | |
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| Conclusion: Key Ideas and Next Questions | |
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| �This Was My Summer School Seat.": From the Ms. Lora Story | |
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| Working Relentlessly | |
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| We Control Our Students' Success and Failure | |
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| Working Relentlessly in Action | |
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| Persistence | |
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| Maintaining High Expectations | |
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| Expanding Time and Resources | |
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| Expanding Your Influence | |
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| Sustaining this Work Over Time | |
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| Conclusion: Key Ideas and Next Questions | |
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| �You Are Going to be Totally Handsome in them." From the Ms. Lora Story | |
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| Afterword | |
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| About the Authors | |
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| Teaching As Leadership Rubric | |
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| About Teach For America | |
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| Our Approach to Teacher Development | |
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| How We Learn From Our Teachers | |
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| Teacher Index | |
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| Endnotes | |
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| Index | |