Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed, Packaging May Vary

Effective leaders inspire growth and improved performance in those they lead. Today's students need teachers to prepare them to thrive, and teachers need leadership that encourages them to grow in their practice. This book explores the correlation between teacher quality and student achievement. K-12 leaders can implement formative assessments that create a structured and rigorous learning environment for student achievement.

Dylan Wiliam presents compelling research to give readers a clear picture of:

• Changes in classroom practice that are likely to increase learning
• Differentiated instruction (DI) and response to intervention (RTI)
• Group leadership's role in ensuring productive collaboration
• Strategies to integrate formative assessment into teacher evaluation

The author also discusses why efforts to change classroom practice have been relatively unsuccessful--and explores specific classroom tactics that do tend to raise student achievement.

Contents:
Acknowledgments
About the Author
Introduction
Chapter 1: Why We Need to Raise Student Achievement, What's Been Tried, and Why It Hasn't Worked
Chapter 2: Teacher Quality--Why It Matters, What It Is, and How to Get More of It
Chapter 3: Learning From Research
Chapter 4: Formative Assessment
Chapter 5: Expertise, in Teaching and Elsewhere
Chapter 6: Teacher Learning
Chapter 7: Implementation
Closing Thoughts
References
Index

Dylan Wiliam is one of the world's foremost education authorities. He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom. A two-part BBC series, The Classroom Experiment, tracked Dr. Wiliam's work at one British middle school, showing how formative assessment strategies empower students, significantly increase engagement, and shift classroom responsibility from teachers to their students so that students become agents of and collaborators in their own learning.