000			03828cam a2200481 i 4500
005			20221102162937.0
008			120614s2013 mduac b 000 0 eng d
010			_a 2012020475
011			_aBIB MATCHES WORLDCAT
020			_a1610485092
020			_a9781610485098
020			_a1610485106 _qpbk.
020			_a9781610485104 _qpbk.
035			_a(ATU)b12922614
035			_a(OCoLC)793576593
040			_aDLC _beng _erda _cDLC _dYDX _dBTCTA _dOCLCO _dBDX _dYDXCP _dBWX _dCDX _dATU
042			_apcc
050	0	4	_aLB2806.45 _b.F37 2013
082	0	0	_a371.106 _223
100	1		_aFarris-Berg, Kim, _d1975- _9276302
245	1	0	_aTrusting teachers with school success : _bwhat happens when teachers call the shots / _cKim Farris-Berg and Edward Dirkswager ; with Amy Junge.
246	3	0	_aWhat happens when teachers call the shots
264		1	_aLanham, Md. : _bRowman & Littlefield Education, _c[2013]
264		4	_c©2013
300			_axiii, 227 pages : _billustrations, portraits ; _c23 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references.
505	0	0	_gPART ONE. _tWhat would happen if we trusted teachers with school success? -- _g1. _tIntroduction. To get high performing schools, maybe it's time to trust teachers. -- _g2. _tTeacher Autonomy: what it is, who has it, and how it's secured -- _g3. _tWhen granted autonomy, teachers choose to operate in ways that emulate the cultural characteristics of high-performing organizations -- _gPART TWO. _tEight practices autonomous teachers embrace whichare indicative of the cultural characteristics of high-performing organizations -- _g4. _tPractice #1: Share purpose, which always focuses on students as individuals, and use it as the basis of decisions aimed at school improvement -- _g5. _tPractice #2: Participate in collaboration and leadership for the good of the whole school, not just a classroom. -- _g6. _tPractice #3: Encourage colleagues and students to be active, ongoing learners in an effort to everyone's engagement and motivation -- _g7. _tPractice #4: Develop or adopt learning programs that individualize student learning -- _g8. _tPractice #5: Address social and discipline problems as part of student learning -- _g9. _tPractice #6: Broaden the definition and scope of student achievement and assessment -- _g10. _tPractice #7: Encourage teacher improvement using 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring -- _g11. _tPractice #8: Make budget trade-offs to meet the needs of students they serve -- _gPART THREE. _tImplementation strategies for those who want to support teacher autonomy -- _g12. _tIt's time to trust teachers. -- _tAppendixes -- _tNotes -- _tBibliography -- _tAbout the Authors.
520			_a"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.
588			_aMachine converted from AACR2 source record.
650		0	_aTeacher participation in administration. _9324814
650		0	_aTeaching, Freedom of. _9324837
650		0	_aTeachers _xProfessional relationships.
650		0	_aSchool improvement programs. _9323638
700	1		_aDirkswager, Edward J., _d1938- _eauthor. _9828228
700	1		_aJunge, Amy, _d1976- _9828231
907			_a.b12922614 _b22-08-17 _c28-10-15
942			_cB
945			_a371.106 FAR _g1 _iA518496B _j0 _lnmain _o- _p$72.03 _q- _r- _s- _t0 _u0 _v0 _w0 _x0 _y.i1332178x _z29-10-15
998			_ab _an _b06-04-16 _cm _da _feng _gmdu _h0
999			_c1250761 _d1250761