Leading for powerful learning : a guide for instructional leaders / Angela Breidenstein [and others].
Material type: TextPublisher: New York : Teachers College Press, [2012]Copyright date: ©2012Description: xi, 153 pages : illustrations ; 23 cmContent type:- text
- unmediated
- volume
- 0807753491
- 9780807753491
- 371.203 23
- LB2806.4 .L43 2012
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Book | North Campus North Campus Main Collection | 371.203 LEA (Browse shelf(Opens below)) | 1 | Available | A519445B |
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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.
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