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Teacher leadership is a challenge. Frequently, those selected to
serve as teacher leaders have no formal training and are provided
with limited guidance. Yet, teachers expect teacher leaders to have
an extensive "toolbox" containing strategies that can be used to
improve educator effectiveness. This book is intended to provide
teacher leaders with a repertoire of high-quality "tools" they can
immediately and effectively use to complete their job
responsibilities. More specifically, the reader will be provided
with tools and strategies for leading groups and professional
learning activities, collecting and analyzing data and student
work, and organizing and facilitating mentoring programs and
teacher action research projects. The teacher leader that reads
this book will have the tools of a "master craftsman", making them
capable of building a better future for teacher and their students.
Teacher leadership is a challenge. Frequently, those selected to
serve as teacher leaders have no formal training and are provided
with limited guidance. Yet, teachers expect teacher leaders to have
an extensive "toolbox" containing strategies that can be used to
improve educator effectiveness. This book is intended to provide
teacher leaders with a repertoire of high-quality "tools" they can
immediately and effectively use to complete their job
responsibilities. More specifically, the reader will be provided
with tools and strategies for leading groups and professional
learning activities, collecting and analyzing data and student
work, and organizing and facilitating mentoring programs and
teacher action research projects. The teacher leader that reads
this book will have the tools of a "master craftsman", making them
capable of building a better future for teacher and their students.
Educational administrators make a sincere effort to develop a
curriculum scope and sequence for students. Yet, with few
exceptions, educational administrators make no such effort to
develop a similar document for the professional learning of
teachers. As a result, teachers often are provided with
professional learning activities that lack focus and coherence. The
content of Transforming Professionals into Experts: A Systematic
and Comprehensive Approach to Mid-Career Teacher Development fills
this void. Through clear standards, reflective activities, and
differentiated evaluation tools, educational administrators will
have everything needed to implement a systematic and comprehensive
staff development program for mid-career teachers.
Teacher leadership has many potential benefits for colleagues and
students. Unfortunately, due to unsupportive conditions and a lack
of professional training, these benefits frequently do not
materialize. To succeed teacher leaders require a conducive school
culture, supportive school administrators, time to complete
responsibilities, appropriate incentives and recognition and
feedback designed to improve performance. In addition, highly
effective teacher leaders participate in high quality professional
learning intended to prepare them to fulfill their roles and
responsibilities. This professional development prepares teacher
leaders to utilize effective interpersonal skills, diagnose and
manage school culture and politics, lead professional growth
activities, provide instructional leadership and assist with human
resources management. This book provides the reader with both
strategies for creating supportive conditions and the knowledge and
skills required to meet the challenges of teacher leadership.
Building upon a solid foundation of classroom management, direct
instruction and classroom assessment, teachers in the early
professional stage of their teaching career need to learn how to
engage students in deeper learning experiences. Two research-based
strategies for accomplishing deeper student learning are various
types of classroom discussions and complex learning tasks. This
book provides the research-based strategies teachers need to
successfully implement these learning activities. Teachers that
master these strategies will increase both the critical thinking
skills and content knowledge of their students.
Millions of novice teachers will be entering classrooms over the
next few years. Unfortunately, due to feeling overwhelmed,
frustrated and unsuccessfulmany of these teachers will not stay in
education. If we are to succeed in staffing our schools with
effective teachers, educational leaders must do a better job of
supporting these teachers early in their careers. One form of
support we can improve is the teacher induction process. In
combination with the book From First Year to First Rate, this book
provides all of the material necessary to provide a comprehensive,
systematic multi-year teacher induction program. Through reflective
activities, teachers that participate in this program will
establish proficiency with classroom management, professionalism,
assessment and instruction.
Millions of novice teachers will be entering classrooms over the
next few years. Unfortunately, due to feeling overwhelmed,
frustrated and unsuccessfulmany of these teachers will not stay in
education. If we are to succeed in staffing our schools with
effective teachers, educational leaders must do a better job of
supporting these teachers early in their careers. One form of
support we can improve is the teacher induction process. In
combination with the book From First Year to First Rate, this book
provides all of the material necessary to provide a comprehensive,
systematic multi-year teacher induction program. Through reflective
activities, teachers that participate in this program will
establish proficiency with classroom management, professionalism,
assessment and instruction.
Administrators often assume new teachers come prepared with the
foundational skills required to be effective teachers. Not only is
this frequently a false assumption, but some of these skills do
also not fully make sense until a teacher has responsibility for a
classroom. To assist in the transition process, many teachers will
attend orientation and be assigned a mentor. However, they will not
receive professional development designed to establish the
foundational skills of classroom management, direct instruction,
classroom assessment and professionalism. These are the bedrock
skills necessary for both short and long-term success as a
professional educator. Through concise, research-based explanations
and practical application activities, this book is designed to fill
this void. Whether it is read alone, in concert with a mentor, or
as part of a systematic district induction program, teachers that
master the content of this text will become effective with their
students.
The superintendent position is important to the overall quality of
a school system. Staff would have difficulty succeeding without the
support of an effective and efficient system. It is also
potentially rewarding. There is great satisfaction in knowing that
something you did had a major impact on the quality of education
provided to children. You can change the future, but it comes at a
cost. The superintendent position is difficult. In addition to all
of the technical skills and knowledge required, doing this job well
requires strength of character, mental toughness, and a high level
of self-awareness. You must know who you are and what you believe
in. Not only that, you must have the fortitude to represent those
beliefs in the face of crises and adversity. These are not the
topics taught in most graduate school education coursework. Through
sharing of "ten truths" the author fills this void. More
specifically, readers will learn the realities of being a school
superintendent and practical suggestions for navigating the
difficulties inherent in the role.
The superintendent position is important to the overall quality of
a school system. Staff would have difficulty succeeding without the
support of an effective and efficient system. It is also
potentially rewarding. There is great satisfaction in knowing that
something you did had a major impact on the quality of education
provided to children. You can change the future, but it comes at a
cost. The superintendent position is difficult. In addition to all
of the technical skills and knowledge required, doing this job well
requires strength of character, mental toughness, and a high level
of self-awareness. You must know who you are and what you believe
in. Not only that, you must have the fortitude to represent those
beliefs in the face of crises and adversity. These are not the
topics taught in most graduate school education coursework. Through
sharing of "ten truths" the author fills this void. More
specifically, readers will learn the realities of being a school
superintendent and practical suggestions for navigating the
difficulties inherent in the role.
The first year of a new leader's tenure is a critical time period.
If an administrator begins their position by taking certain actions
while avoiding others, he or she will get off to a positive start.
This positive start leads to momentum and an increased probability
of success. In this book, an experienced school administrator
provides practical, research-based, guidance for how to succeed
during this critical first year as a new school administrator. It
also includes research and practical application strategies for
addressing the most important tasks to be accomplished during their
first year in a new administrative position.
Negotiating is both an art and a science that requires specific
knowledge and skills. Few school administrator preparation programs
provide training in negotiating skills. As a result, when faced
with the need to negotiate, most school administrators rely on the
negotiating skills they have learned from other life experiences.
While these strategies may work well when attempting to purchase a
car, such skills often leave Individualized Education Plan meeting
participants feeling dissatisfied, worn out, and alienated. This
book prepares school administrators to successfully negotiate
complex deals between parents and school personnel. Clear
step-by-step guidelines for preparing and leading these types of
meetings are described.
Collaborative teaching has the potential to improve the performance
of both students and teachers. However, this method is not
regularly capitalized in many schools because teachers who are
assigned to co-teach often lack task-specific knowledge and skills
to better prepare them. Fortunately these skills can be learned. In
addition to establishing a solid foundation of teamwork skills,
Teaching for Results will explain how to use the structure of
co-teaching to practically and effectively implement differentiated
instruction in their classrooms. This essential guide will
demonstrate to readers how to use best practices in differentiated
instruction in order to effectively co-manage, co-assess, co-plan,
and co-instruct a diverse group of learners in any general
education classroom.
The first year of a new leader's tenure is a critical time period.
If an administrator begins their position by taking certain actions
while avoiding others, he or she will get off to a positive start.
This positive start leads to momentum and an increased probability
of success. In this book, an experienced school administrator
provides practical, research-based, guidance for how to succeed
during this critical first year as a new school administrator. It
also includes research and practical application strategies for
addressing the most important tasks to be accomplished during their
first year in a new administrative position.
Characterized by complex challenges and constant change, a school
or district hierarchy can prove a difficult setting in which to
establish high-performance teamwork. Dynamic Educational Leadership
Teams: From Mine to Ours provides school and district level leaders
with research-based, practical guidelines that they can use to
create high-performing school- and district-level leadership teams.
High-performing leadership teams emerge with adherence to
Jennings's set of simple behavioral principles, which he teaches
through a sequence of interactive activities on subjects ranging
from promoting productive conflict to demanding mutual and
individual accountability.
Educational administrators make a sincere effort to develop a
curriculum scope and sequence for students. Yet, with few
exceptions, educational administrators make no such effort to
develop a similar document for the professional learning of
teachers. As a result, teachers often are provided with
professional learning activities that lack focus and coherence. The
content of Transforming Professionals into Experts: A Systematic
and Comprehensive Approach to Mid-Career Teacher Development fills
this void. Through clear standards, reflective activities, and
differentiated evaluation tools, educational administrators will
have everything needed to implement a systematic and comprehensive
staff development program for mid-career teachers.
Teacher leadership has many potential benefits for colleagues and
students. Unfortunately, due to unsupportive conditions and a lack
of professional training, these benefits frequently do not
materialize. To succeed teacher leaders require a conducive school
culture, supportive school administrators, time to complete
responsibilities, appropriate incentives and recognition and
feedback designed to improve performance. In addition, highly
effective teacher leaders participate in high quality professional
learning intended to prepare them to fulfill their roles and
responsibilities. This professional development prepares teacher
leaders to utilize effective interpersonal skills, diagnose and
manage school culture and politics, lead professional growth
activities, provide instructional leadership and assist with human
resources management. This book provides the reader with both
strategies for creating supportive conditions and the knowledge and
skills required to meet the challenges of teacher leadership.
Building upon a solid foundation of classroom management, direct
instruction and classroom assessment, teachers in the early
professional stage of their teaching career need to learn how to
engage students in deeper learning experiences. Two research-based
strategies for accomplishing deeper student learning are various
types of classroom discussions and complex learning tasks. This
book provides the research-based strategies teachers need to
successfully implement these learning activities. Teachers that
master these strategies will increase both the critical thinking
skills and content knowledge of their students.
Administrators often assume new teachers come prepared with the
foundational skills required to be effective teachers. Not only is
this frequently a false assumption, but some of these skills do
also not fully make sense until a teacher has responsibility for a
classroom. To assist in the transition process, many teachers will
attend orientation and be assigned a mentor. However, they will not
receive professional development designed to establish the
foundational skills of classroom management, direct instruction,
classroom assessment and professionalism. These are the bedrock
skills necessary for both short and long-term success as a
professional educator. Through concise, research-based explanations
and practical application activities, this book is designed to fill
this void. Whether it is read alone, in concert with a mentor, or
as part of a systematic district induction program, teachers that
master the content of this text will become effective with their
students.
Develop an efficient prereferral intervention process that truly
benefits students! For struggling students, the effectiveness of a
school's prereferral intervention team can dramatically influence
their level of school achievement and future success. This resource
presents a step-by-step, four-phase model for developing effective
prereferral intervention teams and presents methods for evaluating
the effectiveness of a prereferral intervention program. The author
shows how well-organized prereferral intervention teams
can:Identify instructional and behavioral strategies before
initiating a referral for a special education evaluationProvide
powerful support to the Response to Intervention model for
identifying learning disabilities Enhance the collaborative
strengths of a professional learning community
Develop an efficient prereferral intervention process that truly
benefits students! For struggling students, the effectiveness of a
school's prereferral intervention team can dramatically influence
their level of school achievement and future success. This resource
presents a step-by-step, four-phase model for developing effective
prereferral intervention teams and presents methods for evaluating
the effectiveness of a prereferral intervention program. The author
shows how well-organized prereferral intervention teams
can:Identify instructional and behavioral strategies before
initiating a referral for a special education evaluationProvide
powerful support to the Response to Intervention model for
identifying learning disabilities Enhance the collaborative
strengths of a professional learning community
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