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In face of increased scrutiny on the preparation of educational
leaders, this book provides a much-needed resource, exploring the
role and use of authentic performance assessment for evaluating
leader readiness and performance. Framed by theory and research on
school leader performance assessment, Designing Performance
Assessments for School Leader Readiness provides an in-depth
description of one fully tested performance assessment called the
Performance Assessment for School Leaders (PAL). The authors
explore how to assess four components of leadership proficiency --
developing a plan for an area of school improvement, creating a
professional learning culture among school staff, supporting
individual teacher development, and engaging families and community
in improving student learning. This book provides real examples and
practical guidance on designing and managing performance assessment
for aspiring educational leaders, and how the PAL can be used in
regional, state and local contexts.
In face of increased scrutiny on the preparation of educational
leaders, this book provides a much-needed resource, exploring the
role and use of authentic performance assessment for evaluating
leader readiness and performance. Framed by theory and research on
school leader performance assessment, Designing Performance
Assessments for School Leader Readiness provides an in-depth
description of one fully tested performance assessment called the
Performance Assessment for School Leaders (PAL). The authors
explore how to assess four components of leadership proficiency --
developing a plan for an area of school improvement, creating a
professional learning culture among school staff, supporting
individual teacher development, and engaging families and community
in improving student learning. This book provides real examples and
practical guidance on designing and managing performance assessment
for aspiring educational leaders, and how the PAL can be used in
regional, state and local contexts.
A volume in UCEA Leadership Series Series Editors: Michelle D.
Young, Executive Director of UCEA Series The official book series
of the University Council for Educational Administration (UCEA)
This collection of award-winning research in Learning and Teaching
in Educational Leadership is sponsored by the Learning and Teaching
in Educational Leadership Special Interest Group of the American
Educational Research Association (LTEL SIG of AERA). The research
includes superintendent preparation, a grow-your-own principal
program, and an investigation into the instructional leadership
practices of principals with respect to special education. The LTEL
SIG brings together professors and graduate students of educational
leadership and administration, discipline specialists, educational
theorists, curriculum developers, instructional technology
specialists, learning specialists, educational researchers,
classroom experts, practitioners, policy makers, and others
concerned with Learning and Teaching in Educational Leadership.
A volume in UCEA Leadership Series Series Editors: Michelle D.
Young, Executive Director of UCEA Series The official book series
of the University Council for Educational Administration (UCEA)
This collection of award-winning research in Learning and Teaching
in Educational Leadership is sponsored by the Learning and Teaching
in Educational Leadership Special Interest Group of the American
Educational Research Association (LTEL SIG of AERA). The research
includes superintendent preparation, a grow-your-own principal
program, and an investigation into the instructional leadership
practices of principals with respect to special education. The LTEL
SIG brings together professors and graduate students of educational
leadership and administration, discipline specialists, educational
theorists, curriculum developers, instructional technology
specialists, learning specialists, educational researchers,
classroom experts, practitioners, policy makers, and others
concerned with Learning and Teaching in Educational Leadership.
This is a case study of one teacher's decision to add multicultural
children's books to her social studies curriculum and an analysis
of how her ideologies about race shaped the classroom discourse. A
class of fourth and fifth grade students in a small, Midwestern
city work to understand American history and racial tolerance
through reading and discussing fiction. By applying critical
discourse analysis techniques to the dialogue between the teacher,
the students, and the text itself, this work explores how an
elementary teacher balances the need to manage the classroom
conversation and to create a safe classroom environment at the same
time she attempts to explore the issue of social inequity through
classroom discourses.
Finally, a responsible approach to reading instruction that does
not require teachers to abandon everything they know about teaching
students how to be literate and how to LOVE reading! Test
preparation worksheets and drill and kill activities do not make
children into life-long readers. Hollingworth and Drake provide
research from the academic community to support the instructional
strategies that are offered in this very practical book. In
addition, they include stories from the field about the ways the
accountability movement is influencing teaching practice and what
can be done about it. These authors mix an insiderAEs perspective
on assessment research and development with a practitionerAEs
experience in achieving reading outcomes at the elementary and
secondary levels. Their aim is to show how all students can be
prepared for standardized tests, without oteaching to the test.oe
The key components of their approach are: 1) aligning instruction
to the state or national core standards, 2) using formative
assessment, 3) connecting units to real-world contexts, 4)
motivating students effectively, and 5) holding on to best practice
in literacy instruction. This book affirms the professionalism of
the classroom teacher without vilifying standardized tests.
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