Leadership for Learning How to Help Teachers Succeed

ISBN-10: 0871205963
ISBN-13: 9780871205964
Edition: 2002
Authors: Carl D. Glickman
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Description: Writing this book has been enjoyable. I have tried to write in an easy-to-read manner what I have learned about up-close and personal work with teachers on how to improve teaching and learning in individual classrooms and schools as a whole. When  More...

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Book details

List price: $23.95
Copyright year: 2002
Publisher: Association for Supervision & Curriculum Development
Binding: Hardcover
Pages: 156
Size: 6.25" wide x 9.25" long x 0.25" tall
Weight: 0.726
Language: English

Writing this book has been enjoyable. I have tried to write in an easy-to-read manner what I have learned about up-close and personal work with teachers on how to improve teaching and learning in individual classrooms and schools as a whole. When ASCD first approached me about writing a book that would be derived from my book of 1980, Developmental Supervision, I was somewhat reluctant. More than 20 years had passed since I had written that book, and in the interval I had been centrally engaged with a network of public schools involved in whole-school change based on democratic principles for educating students. The topics of my writing had become more expansive than thinking about individual teachers and classrooms. A text I had coauthored for Allyn and Bacon, SuperVision and Instructional Leadership, was now in its fifth edition, and I had published two other books for Jossey-Bass on school-based renewal and the conceptual underpinnings of public education and democracy. I wondered, What could I say to teachers, principals, supervisors, and other school leaders about improving classroom teaching and learning that hadn't already been said? But then it occurred to me that, indeed, there was a better and more concise way to understand the approaches, structures, and practical applications of leadership for continuous improvement of classroom teaching and learning within the context of whole-school improvement. Once I could imagine what would be fresh and practical about the treatment of these topics, I went to work. For two months then, I was at a loss to stop writing. My friends-in schools and districts, and in regional and national organizations-greatly helped me through several drafts of the manuscript. Soon, before I knew it, the book had written itself. So what you are about to read is my attempt to share with my practitioner colleagues how to bring force, care, and structure into the process of making the often private act of

Acknowledgments
Preface
Looking at Classroom Teaching and Learning
Structures for Classroom Assistance
Formats for Focusing Observation
Approaches to Working Closely with Teachers
Direct Applications to Assisting Teachers
Criteria for Assessing Teacher Competence and Growth
Purpose, Strength, and Collegial Force for School Success
Peer Coaching Forms
Frameworks for Teaching--A Focus for Observations
References
Resources
Index
About the Author

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