Strategy in Action How School Systems Can Support Powerful Learning and Teaching

ISBN-10: 1934742309
ISBN-13: 9781934742303
Edition: 2009
List price: $29.95 Buy it from $8.32
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Description: How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all.  More...

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Book details

List price: $29.95
Copyright year: 2009
Publisher: Harvard Education Publishing Group (HEPG)
Publication date: 9/1/2009
Binding: Paperback
Pages: 240
Size: 7.25" wide x 9.25" long x 0.50" tall
Weight: 1.144
Language: English

How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work. The authors explore three core competencies of high-performing school systems: (1) understanding what the work is--a deep understanding of the core business of facilitating learning, a vision of what that looks like, and an awareness of where the system is in relation to that vision; (2) knowing how to do the work--a theory of action for improving instruction, a focus on key strategies, and effective alignment of resources; and (3) building the individual and organizational "habits of mind" that foster continuous improvement. Each chapter includes examples that illustrate key concepts in action, questions to spur self-assessment in key areas of competence, and tools and resources for building capacity at different levels and stages of development.

Rachel E. Curtis works with school systems, foundations, higher education, and education policy organizations on district improvement strategy, leadership development, and efforts to make teaching a rewarding career.

Elizabeth A. City has served as a teacher, principal, and instructional coach, primarily in North Carolina and Massachusetts. In addition to enjoying countless student-centered discussions in her own classroom, as a National Paideia Faculty member, she has worked with teachers and students across the country as they have learned to facilitate and participate in text-based conversations. Much of Lizs current work centers on supporting principals and teachers in creating collaborative communities where rich dialogue and learning for both adults and children is the norm. She is a member of the Senior Faculty of Bostons School Leadership Institute, where she teaches courses in using data, learning and teaching, and professional development to Boston Public School Principal Fellows. She is currently working on her doctorate at the Harvard Graduate School of Education.

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