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Foreword | |
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Preface: Lessons Learned From Experience | |
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A "New" Take in School Improvement | |
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Central Theme | |
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Organization of the Book | |
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What Makes This Book Distinctive | |
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Acknowledgments | |
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About the Authors | |
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What are common practices in schools? | |
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What We Found in Classrooms | |
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Truths Hidden in Plain View | |
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Transforming Accountability | |
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New Direction | |
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Are There "Best Practices" in Teaching? | |
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Bringing Best Practices to Scale | |
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Are Some Practices Better Than Others? | |
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The Poverty of Prescribing Best Practices | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps for Getting Started | |
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What distinguishes quality teaching? | |
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Three Classrooms, Three Practitioners | |
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A Simple Truth Hidden in Plain View | |
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Disjointed Teaching | |
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Why Teachers Are Frustrated | |
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What Is Quality Teaching? | |
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Observing High-Quality Teaching | |
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Instructional Systems | |
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The Road Less Traveled | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps for Getting Started | |
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How do we learn about the quality of our teaching? | |
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How to Make the Case for an Emphasis on Teacher Quality | |
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Three Leadership Requirements | |
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Defining Quality Teaching | |
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How to Engage School Personnel in Devising a Vision of Quality Instruction | |
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Some Rudiments of Quality Teaching | |
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The Importance of Curriculum Coherence | |
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Learning From Students | |
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The Current State of Teaching in Your School | |
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How to Evaluate the Quality of Teaching in Your School | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps for Assessing the State of Teaching | |
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What should induction and mentoring look like? | |
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Basic Components of a Teacher Mentor Program | |
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Facing Critical Junctures Together | |
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Planning for New Teachers' Success | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps for Induction and Mentoring | |
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What should professional development look like? | |
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What We Know About Professional Development | |
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The Disregarded Truths of Professional Development | |
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The Components of a Professional Learning Culture | |
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Building Blocks of Professional Learning | |
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Leading Professional Learning Communities | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps for Professional Development | |
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How can teacher evaluation become more meaningful? | |
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"Drive-By" Teacher Evaluation | |
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"Absentee Landlords" | |
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Lists and Rubrics Abound | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps for Teacher Evaluation | |
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How can we sustain a culture of exceptional instruction? | |
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Ten Actions to Sustain High-Quality Teaching | |
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Systems in Place | |
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Sanctity of the Classroom | |
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Envisioning Quality Teaching | |
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Right People in Right Places | |
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Balanced Leadership | |
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Clear and Timely Communication | |
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Standards for Professional Conduct | |
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Collaboration | |
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Reflection and Continuous Improvement | |
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Ongoing Professional Dialogues | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps to Foster a Culture of High-Quality Teaching | |
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How do we face our leadership challenges? | |
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Suppressing Distraction | |
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Building the Principal's Knowledge | |
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Building Trust | |
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Influencing Resistant Teachers | |
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Coping With the Pace | |
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Final Thoughts | |
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Summary | |
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Questions for Discussion and Reflection | |
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Action Steps for Facing Leadership Challenges | |
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Resources | |
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How Can You Spot a Really Good Teacher? | |
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Framework for Observing Classes | |
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Student Forum Questions | |
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Teacher Interview Questions | |
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References | |
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Index | |