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Empowering the Voice of the Teacher Researcher through a Culture of
Inquiry is essentially a description of one school's initiatives to
use collaborative communities and action research to empower
teacher research and a culture of collective inquiry. It is written
by teachers primarily for teachers and teacher educators. Of
course, none of the initiatives described in the text would be
possible without the visionary leadership of school and district
administrators. Because administrative support is foundational to
the process, school and district administrators and staff
developers will also be interested in reading about how this
school's principal and assistant principal set the stage for
developing their community of learners. There are many sound action
research texts on the market. This text is apart by its
first-person accounts of teachers' experiences with action research
as examples of profound possibilities for professional growth. As
such, this book, written by teachers for other teachers and then
contextualized by the Editors so that the relevance is clear to a
broader audience, fills an important niche in the literature.
The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
Empowering the Voice of the Teacher Researcher through a Culture of
Inquiry is essentially a description of one school's initiatives to
use collaborative communities and action research to empower
teacher research and a culture of collective inquiry. It is written
by teachers primarily for teachers and teacher educators. Of
course, none of the initiatives described in the text would be
possible without the visionary leadership of school and district
administrators. Because administrative support is foundational to
the process, school and district administrators and staff
developers will also be interested in reading about how this
school's principal and assistant principal set the stage for
developing their community of learners. There are many sound action
research texts on the market. What sets this text apart are the
first-person accounts of teachers' experiences with action research
as examples of profound possibilities for professional growth. As
such, this book, written by teachers for other teachers and then
contextualized by the Editors so that the relevance is clear to a
broader audience, fills an important niche in the literature.
Very little information about the impact of reflection on teacher
performance, teacher retention, and student learning is available
in teacher preparation programs. This book provides practical and
research-based chapters that offer greater clarity about the
particular kinds of reflection that matter and avoids talking about
teacher reflection generically, which implies that all kinds of
reflection are of equal value. This book addresses five very
pertinent concepts: (1) teacher reflectivity in theory and
research, (2) teacher reflectivity in teacher education programs,
(3) teacher reflectivity with teacher candidates, (4) teacher
reflectivity in schools and classrooms, and (5) teacher
reflectivity and international perspectives.
The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
Harness the power of data to transform classrooms through inquiry
and analysis with this updated, best-selling resource When teachers
examine the simple but complex act of teaching, the power yielded
can be transformative. For three editions, teacher preparation and
professional development providers have turned to this bestselling
how-to guide for an authentic clear description of teacher inquiry
and how to harness it for greatest effect. In this 4th edition,
readers will journey toward understanding the link between teacher
inquiry and the creation of data-driven classrooms by walking
through some of today's most relevant scenarios as well as timeless
and enduring examples. Featuring helpful exercises and step-by-step
instructions, this edition includes: * A head on discussion of
equity and social justice and the role inquiry plays in tackling it
* A look at professional practice doctoral programs as ripe context
for inquiry * A complete chapter on the role literature plays in
teacher research * A more seamless integration between the text and
accompanying website Grab this text, raise your voice at the table
of educational reform, and transform assumptions for more impactful
teaching.
Today, in many contexts the lack of attention to preparing the next
generation of teacher educators as well as having a critical mass
of faculty who understand the current teacher education research
problem lingers. Although the NCATE Blue Ribbon Panel Report
(2010), the recent advent of the CAEP standards, and the new AACTE
Clinical Practice Commission Report (2017) challenge those
responsible for teacher preparation to rethink the design as well
as their work within clinical practice, there is much too little
discussion about how to prepare the next generation of teacher
educators to work differently. Just like Zeichner found almost 20
years ago, teacher education still too often remains "a tangential
concern for most and the major concern of only a few" (Ziechner,
1999, p. 11). These concerns raise important questions for those
who are currently responsible for pivoting, reinventing, and
researching teacher preparation. This book offers insights from
teacher education researchers that illustrate the ongoing benefits
and persistent challenges of educating and preparing university and
school-based teacher educators. This is an important step in
understanding the complex roles, practices, and responsibilities
associated with high quality teacher education that emphasizes
clinical practice.
Today, in many contexts the lack of attention to preparing the next
generation of teacher educators as well as having a critical mass
of faculty who understand the current teacher education research
problem lingers. Although the NCATE Blue Ribbon Panel Report
(2010), the recent advent of the CAEP standards, and the new AACTE
Clinical Practice Commission Report (2017) challenge those
responsible for teacher preparation to rethink the design as well
as their work within clinical practice, there is much too little
discussion about how to prepare the next generation of teacher
educators to work differently. Just like Zeichner found almost 20
years ago, teacher education still too often remains "a tangential
concern for most and the major concern of only a few" (Ziechner,
1999, p. 11). These concerns raise important questions for those
who are currently responsible for pivoting, reinventing, and
researching teacher preparation. This book offers insights from
teacher education researchers that illustrate the ongoing benefits
and persistent challenges of educating and preparing university and
school-based teacher educators. This is an important step in
understanding the complex roles, practices, and responsibilities
associated with high quality teacher education that emphasizes
clinical practice.
Facilitate step-by-step practitioner inquiry training that covers
formulating a research question, collaborating with others,
collecting data, analyzing data, writing and presenting classroom
research, and assessing final results.
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The PLC Book (Paperback)
Nancy Fichtman Dana, Diane Yendol-Hoppey
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R764
Discovery Miles 7 640
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Ships in 9 - 15 working days
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A complete rewrite of best-selling and award-winning text The
Reflective Educator's Guide to Professional Development: Coaching
Inquiry-Oriented Learning Communities, this revamped text will show
teachers the ways being a productive and active member of a PLC can
help them reclaim their own profession and create a successful PLC
to improve student learning.
Take your great idea to the next level with action research How-and
when-can we find time to conduct meaningful action research? Great
ideas and thought-provoking questions can only blossom through
methodical inquiry. Nancy Fichtman Dana steps in as your
action-research coach and leads you on a journey through wonderings
to real change in your classroom. From framing your question to
presenting your research, this guide will encourage, challenge, and
ultimately lead you through the action research process. Teachers,
students, and action-research coaches alike will learn how to:
Reframe initial wonderings into pointed inquiries Creatively
analyze both qualitative and quantitative data Draw action-research
topics out of ordinary discussions with colleagues Share findings
with others to help them improve as well With real-life vignettes,
self-guided worksheets, and an included DVD, Digging Deeper into
Action Research is your go-to guide each time you embark on a new
journey toward professional growth.
'When teachers network, they become a social force for the good of
society and each child in their classrooms. This book is a
must-read for anyone who cares about teaching and teacher
development' -Mary M. Brabeck, Dean and Professor of Applied
Psychology , Steinhardt School of Culture, Education, and Human
Development, New York University 'This book is essential for anyone
interested in the future of public education in America. Embedded
in the notion that teachers are the solution, not the problem, this
book explores how teachers can create a vision, find a voice,
manage a growing network, and make a difference. Surely there is
nothing more important as we grapple with how best to move forward'
-Bill Cirone, Superintendent Santa Barbara County Education Office,
CA 'This resource makes a most compelling case for the centrality
of professional community to excellent teaching. It provides a
ringing clarion call for teacher collaboration and for grounding
educational policy in the real world of the classroom and the
school. Part how-to manual for building teacher networks and part
chronicle of the authors' successful work, this book sets forth a
vision for the transformation of our nation's schools through the
development of teacher voices' -Randi Weingarten, President
American Federation of Teachers When connected through inter-school
networks, teachers can communicate with each other and share
invaluable information and ideas across district and state
boundaries, ultimately enhancing both their own effectiveness and
student learning. This step-by-step guide shows you how to create,
manage, and sustain a teacher network or grow an existing one, and
provides an easily adaptable model developed by The Teachers
Network. The book includes teacher vignettes and director and
advisors' experiences in managing a network, plus a wealth of
worksheets, tools, and resources to get you started. Practical
guidelines illustrate how networks can: - Support new teachers,
reduce teacher isolation, and increase retention rates - Share the
benefits of collaborative group work, including action research -
Enhance professional practice and nurture teacher leaders - Connect
teachers to the goals and ideals that drew them into education
Teachers working together can not only make a significant impact on
their school communities, but also strengthen the influence that
teacher leaders can have in the wider arena of educational policy.
'Uses metaphor to connect the reader in a personal way with the
intricacies of mentoringua powerful catalyst for reflection.'uHal
Portner, Educational Consultant'Sets the stage for the reader with
a thoughtful, proactive context for carrying on the work of
mentor.'uTom Ganser, Director, Office of Field Experiences,
University of Wisconsin-Whitewater'What the text does so well is
enable mentors to deeply consider their role and how they live this
role within their interactions with new teachers.'uDebra Pitton,
Associate Professor of Education, Gustavus Adolphus CollegeDeepen
your mentoring practice with this innovative new approach!Effective
mentoring requires planned and mindful attention to the ways in
which one's knowledge, skills, and experience can be passed on to
new teachers. Stressing the importance of deep reflection on one's
mentoring practice, the award-winning authors offer eight
models/metaphors that mentors can customize to meet the individual
needs of their mentees. Proven strategies and real-life stories
help teacher educators, trainers, and mentors to:Meet the diverse
needs of mentor/mentee relationshipsDevelop helpful mentoring
toolsContinue to reflect, learn, and grow as mentorsThis resource
is sure to inspire critical conversation and fresh insights among
all mentors committed to professional growth for themselves and
their fellow teachers.
'Uses metaphor to connect the reader in a personal way with the
intricacies of mentoringua powerful catalyst for reflection.'uHal
Portner, Educational Consultant'Sets the stage for the reader with
a thoughtful, proactive context for carrying on the work of
mentor.'uTom Ganser, Director, Office of Field Experiences,
University of Wisconsin-Whitewater'What the text does so well is
enable mentors to deeply consider their role and how they live this
role within their interactions with new teachers.'uDebra Pitton,
Associate Professor of Education, Gustavus Adolphus CollegeDeepen
your mentoring practice with this innovative new approach!Effective
mentoring requires planned and mindful attention to the ways in
which one's knowledge, skills, and experience can be passed on to
new teachers. Stressing the importance of deep reflection on one's
mentoring practice, the award-winning authors offer eight
models/metaphors that mentors can customize to meet the individual
needs of their mentees. Proven strategies and real-life stories
help teacher educators, trainers, and mentors to:Meet the diverse
needs of mentor/mentee relationshipsDevelop helpful mentoring
toolsContinue to reflect, learn, and grow as mentorsThis resource
is sure to inspire critical conversation and fresh insights among
all mentors committed to professional growth for themselves and
their fellow teachers.
In this volume, bestselling authors Diane Yendol-Hoppey and Nancy
Fichtman Dana have crafted an essential guide to job-embedded
professional development (PD) and demonstrate how educators can
strengthen teacher learning without breaking the budget. Rather
than advocating a specific method, Powerful Professional
Development: Building Expertise Within the Four Walls of Your
School presents a full toolbox of professional development
strategies with suggestions for implementation and recommendations
about which tools to use at different times and in different
contexts. Using this comprehensive resource, schools can move away
from the traditional model of professional development that relies
on outside experts, and instead draw on and develop the skills and
talents of their own faculty. Covering a range of approaches and
techniques and sharing examples of lessons learned from schools and
districts that have cultivated these approaches successfully, the
authors describe and evaluate a full spectrum of models of
job-embedded PD, including - Book study - Webinars - Co-teaching -
Open space technology - Lesson study - Action research - Coaching -
Professional learning communities - Online communities, and more.
While much has been written about the effectiveness of action
research for improving the practice of teachers, few resources
exist for leading principals through the process to strengthen
their professional development and their role in school improvement
efforts. Best-selling and award-winning author Nancy Fichtman Dana
guides principals in identifying and exploring areas of interest
for research, including staff development, curriculum development,
individual teachers, communitylture building, leadership skills,
building management, and school performance. With a step-by-step
approach, this resource: helps principals develop a question,
collect and analyze data, and share the results of their inquiry
with school faculty, the district, and the broader education
community; includes numerous examples of actual principal inquiry
to illustrate each step of the research process; and, provides
exercises to guide principals through their own inquiry projects.
Use this proven method of professional development to continually
cultivate your craft and improve school performance!
While the Common Core couldn't be clearer about what to teach, they
never quite tackle how to teach. That's what makes Inquiring into
the Common Core such an essential resource. It offers teachers an
inquiry-based professional development model for achieving greater
understanding of the standards themselves, then determining best
ways to realize desired outcomes. How exactly does the model work?
Teachers take charge of their own professional development by
posing questions, or wonderings, to stimulate action and
higher-level insight into the big ambitions of the Common Core. At
the very same time, they engage in a parallel process of inquiry
with their students in service of the very same goals. Assisting
teachers along the ways, Inquiring into the Common Core provides
tools to systematically study teaching effectiveness while adapting
to new standards classroom-ready, student inquiry techniques and
strategies to apply within Common Core's framework real life
inquiry-implementation examples from a high-need, high-poverty
school Ideal for both teams or individual teachers, there's no
better resource for laying the groundwork for successful and
thought-provoking classroom actualization amid shifting times.
Powerful tools for facilitating teachersAE professional development
and optimizing school improvement efforts! This step-by-step guide
presents specific strategies for coaches who work with professional
learning communities (PLCs) that practice action research, better
known as 'inquiry-oriented PLCs.' This resource illustrates how
incorporating action research can significantly influence
professional development practices and provides coaches with
lessons learned from facilitators of inquiry-oriented PLCs. This
research-based book also offers: The 10 essential elements for a
healthy PLCSample inquiry projects and case studies of actual
inquiry-based PLCs12 lessons to help good coaches become great
coachesReflection prompts in each chapter for study groups
Powerful tools for facilitating teachersAE professional development
and optimizing school improvement efforts! This step-by-step guide
presents specific strategies for coaches who work with professional
learning communities (PLCs) that practice action research, better
known as 'inquiry-oriented PLCs.' This resource illustrates how
incorporating action research can significantly influence
professional development practices and provides coaches with
lessons learned from facilitators of inquiry-oriented PLCs. This
research-based book also offers: The 10 essential elements for a
healthy PLCSample inquiry projects and case studies of actual
inquiry-based PLCs12 lessons to help good coaches become great
coachesReflection prompts in each chapter for study groups
The purpose of this book is to provide districts with a
comprehensive guide to building a powerful, systems-wide
professional development program that will enhance the quality of
teachers they employ. Building on recommendations from The National
Staff Development Council and the latest research on teacher
professional development, the foundation of this PD system is the
power of job-embedded professional learning, with a particular
focus on inquiry and professional learning communities.
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