Leading for powerful learning : a guide for instructional leaders / Angela Breidenstein [and others].

Includes bibliographical references (pages 137-143) and index.

1. Why leadership for adult learning is crucial : Teachers as learners ; Instructional leadership ; Practitioner learning ; Constructive-developmental theory ; Beyond individual learning ; Along the learning continuum ; The organization of this book -- 2. Instrumental learning in schools : Initiating instrumental learning ; Expert-based professional development ; Using multimedia resources for instrumental learning ; Instructional coaching ; Study groups ; Walkthroughs ; Mentoring ; Clinical supervision ; Supporting instrumental learning: implications for leadership -- 3. Socializing learning in schools : Planning for socializing learning ; Going against the grain ; Supporting socializing learning: strategies and protocols ; Learning with texts ; Looking at student work ; Looking at adult work ; Observing colleagues ; Creating learning communities ; Engaging in collaborative supervision ; Supporting socializing learning: implications for leadership -- 4. Self-authoring learning in schools : Planning for self-authoring learning ; Uniqueness of self-authoring learning ; Approaches to self-authoring learning ; Learning about race and equity ; Inquiring into practice ; Engaging in lesson study ; Critical friends groups ; Clinical supervision: using a nondirective approach to supervision ; Supporting self-authoring learning: implications for leadership -- 5. How leaders facilitate for learning : Meetings for learning ; Agreements, norms, and ground rules ; Understanding the design principles: protocols for learning ; Facilitating protocols for learning -- 6. How leaders design for learning : Design question 1: What does our school (and its students) need us to learn? ; Design question 2: Who are our teachers? ; Design question 3: Who am I as a learner and leader? ; At the end of the day: the critical role of leadership ; Before leaving the design for learning discussion: potential pitfalls ; The work is never done -- 7. Leading for learning : The three approaches to school reform ; Why a learning approach to school leadership ; How to lead educator learning -- Appendices : A. The collaborative assessment conference protocol ; B. The tuning protocol ; C. The consultancy protocol ; D. Establishing ground rules ; E. Setting norms for collaborative work ; F. Resources.

Machine converted from AACR2 source record.