The time of exclusive top-down leadership is over! Only teachers can transform education from inside the classroom, and this book defines best practices of collaborative teacher leadership. Specific techniques, supporting research, expert insight, and real classroom stories illustrate how to work together for student learning, create a guaranteed and viable curriculum, and use data to inform instruction.
Benefits:
- Define and implement best practices for collaborative teacher leadership in a PLC.
- Discover how to work together for student learning and how to create a guaranteed and viable curriculum.
- Explore the many ways data can be utilized to inform instruction.
- Use common assessments to bridge the gap between teaching and learning.
Contents:
Foreword by Rebecca DuFour
Introduction by Richard DuFour
Part One: Working Together for Student Learning
Chapter 1: The New Teacher Leader: Transforming Education From Inside the Classroom
Chapter 2: Creating Intentional Collaboration
Chapter 3: Teacher Talk: How Collaboration Gets to the Heart of Great Schools
Part Two: Creating a Guaranteed and Viable Curriculum
Chapter 4: Too Much to Teach: How to Identify What Matters Most
Chapter 5: Instructional Improvement From the Inside Out: Lesson Study at Work
Chapter 6: Connecting Curriculum Mapping to Assessment for Learning
Part Three: Using Data to Reach All Students
Chapter 7: Teaching in the Dark
Chapter 8: Common Assessments: Bridging the Gap Between Teaching and Learning
Chapter 9: An Integrated Response to Learning: Eight Strategies That Work
Epilogue: A New Era of Spectacular Teachers
Cassandra Erkens is a presenter, facilitator, coach, trainer of trainers, keynote speaker, author, and above all, a teacher. She presents nationally and internationally on assessment, instruction, school improvement, and professional learning communities.
Chris Jakicic, EdD, an author and a consultant, was principal of Woodlawn Middle School in Illinois from 1999 to 2007. She began her career teaching middle school science.
Lillie G. Jessie has provided award-winning leadership throughout her 17-year tenure as principal of Elizabeth Vaughan Elementary School in Woodbridge, Virginia. Her innovative, proactive approach has raised the school to unprecedented levels of success.
Dennis King, EdD, is an assistant professor of education in the doctoral program at Baker University in Kansas. A consultant, he has served in multiple roles, from classroom teacher to assistant superintendent of school improvement.
Sharon V. Kramer, PhD, is a leader in the field, emphasizing the importance of creating and using quality assessments as a continual part of the learning process. Dr. Kramer served as assistant superintendent for curriculum and instruction of Kildeer Countryside School District 96 in Illinois.
Thomas W. Many, EdD, works with teachers, administrators, school boards, parents, and other education stakeholders on organizational leadership, implementation and change, and Professional Learning Communities at Work™ strategies and concepts.
Mary Ann Ranells, PhD, has 41 years of experience in public education as a teacher, an elementary principal, and a director of curriculum, assessment, special education, Title I, and other federal programs.
Ainsley B. Rose is an author, a presenter, and a consultant. An experienced elementary and secondary teacher and principal, he is former director of education for the Western Quebec School Board.
Susan K. Sparks has served as a teacher, staff developer, and executive director. Her areas of expertise include consensus building, decision making, contract negotiations, conflict resolution, strategic planning, and professional learning communities.
Eric Twadell, PhD, is superintendent of Adlai E. Stevenson High School in Lincolnshire, Illinois. He has been a social studies teacher, curriculum director, and assistant superintendent for leadership and organizational development.
Foreword by: Rebecca DuFour, MEd, brought over thirty-six years of professional experience to her work as an educational consultant, having served as a teacher, school administrator, and central office coordinator. She was co-author of twelve books and numerous articles on the topic of Professional Learning Communities at Work™.
Introduction by: Richard DuFour, EdD, was a public-school educator for 34 years. A prolific author and sought-after consultant, he was recognized as one of the leading authorities on helping schools implement the PLC at Work™ process.
