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Trusting teachers with school success : what happens when teachers call the shots / Kim Farris-Berg and Edward Dirkswager ; with Amy Junge.

By: Contributor(s): Material type: TextTextPublisher: Lanham, Md. : Rowman & Littlefield Education, [2013]Copyright date: ©2013Description: xiii, 227 pages : illustrations, portraits ; 23 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 1610485092
  • 9781610485098
  • 1610485106
  • 9781610485104
Other title:
  • What happens when teachers call the shots
Subject(s): DDC classification:
  • 371.106 23
LOC classification:
  • LB2806.45 .F37 2013
Contents:
PART ONE. What would happen if we trusted teachers with school success? -- 1. Introduction. To get high performing schools, maybe it's time to trust teachers. -- 2. Teacher Autonomy: what it is, who has it, and how it's secured -- 3. When granted autonomy, teachers choose to operate in ways that emulate the cultural characteristics of high-performing organizations -- PART TWO. Eight practices autonomous teachers embrace whichare indicative of the cultural characteristics of high-performing organizations -- 4. Practice #1: Share purpose, which always focuses on students as individuals, and use it as the basis of decisions aimed at school improvement -- 5. Practice #2: Participate in collaboration and leadership for the good of the whole school, not just a classroom. -- 6. Practice #3: Encourage colleagues and students to be active, ongoing learners in an effort to everyone's engagement and motivation -- 7. Practice #4: Develop or adopt learning programs that individualize student learning -- 8. Practice #5: Address social and discipline problems as part of student learning -- 9. Practice #6: Broaden the definition and scope of student achievement and assessment -- 10. Practice #7: Encourage teacher improvement using 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring -- 11. Practice #8: Make budget trade-offs to meet the needs of students they serve -- PART THREE. Implementation strategies for those who want to support teacher autonomy -- 12. It's time to trust teachers. -- Appendixes -- Notes -- Bibliography -- About the Authors.
Summary: "Examining the experiences of teachers who have already been liberated, this book discusses what teachers would do if they had the autonomy not just to make classroom decisions, but to collectively--with their colleagues--make the decisions influencing whole school success; decisions such as school curriculum; how to allocate the school budget; and who to hire and fire"-- Provided by publisher.
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Holdings
Item type Current library Call number Copy number Status Date due Barcode
Book North Campus North Campus Main Collection 371.106 FAR (Browse shelf(Opens below)) 1 Available A518496B

Includes bibliographical references.

PART ONE. What would happen if we trusted teachers with school success? -- 1. Introduction. To get high performing schools, maybe it's time to trust teachers. -- 2. Teacher Autonomy: what it is, who has it, and how it's secured -- 3. When granted autonomy, teachers choose to operate in ways that emulate the cultural characteristics of high-performing organizations -- PART TWO. Eight practices autonomous teachers embrace whichare indicative of the cultural characteristics of high-performing organizations -- 4. Practice #1: Share purpose, which always focuses on students as individuals, and use it as the basis of decisions aimed at school improvement -- 5. Practice #2: Participate in collaboration and leadership for the good of the whole school, not just a classroom. -- 6. Practice #3: Encourage colleagues and students to be active, ongoing learners in an effort to everyone's engagement and motivation -- 7. Practice #4: Develop or adopt learning programs that individualize student learning -- 8. Practice #5: Address social and discipline problems as part of student learning -- 9. Practice #6: Broaden the definition and scope of student achievement and assessment -- 10. Practice #7: Encourage teacher improvement using 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring -- 11. Practice #8: Make budget trade-offs to meet the needs of students they serve -- PART THREE. Implementation strategies for those who want to support teacher autonomy -- 12. It's time to trust teachers. -- Appendixes -- Notes -- Bibliography -- About the Authors.

"Examining the experiences of teachers who have already been liberated, this book discusses what teachers would do if they had the autonomy not just to make classroom decisions, but to collectively--with their colleagues--make the decisions influencing whole school success; decisions such as school curriculum; how to allocate the school budget; and who to hire and fire"-- Provided by publisher.

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