Making Learning Job-Embedded: Cases from the Field of Instructional Leadership (Bridging Theory and Practice)

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ISBN 10: 1475838336 / ISBN 13: 9781475838336

Published by -, 2018

About this Item

Making Learning Job-Embedded: Cases from the Field of Instructional Leadership (Bridging Theory and Practice) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.

Seller Inventory # 7719-9781475838336

Bibliographic Details

• Title: Making Learning Job-Embedded: Cases from the Field of Instructional Leadership (Bridging Theory and Practice)
• Publisher: -
• Publication Date: 2018
• Language: English
• ISBN 10: 1475838336
• ISBN 13: 9781475838336
• Binding: Hardcover
• Condition: Very Good

About this title

Synopsis

Making Learning Job-Embedded: Cases from the Field of Instructional Leadership is a book for sitting principals, aspiring principals, and teacher leaders. This edited volume includes studies that describe and detail findings from dissertation research conducted by scholar-practitioners in preK-12 schools. These studies examined job-embedded professional learning―how teachers learned from their work, how they grew in their understandings of their work with students, and how they could learn from their interactions with others. Each chapter examines very specific aspects of professional learning that school leaders need to have understanding about to be able to create systems that support teachers in the work they do to teach students, interact with colleagues, participate in team meetings, and other aspects that constitute the work of being a teacher. Conclusions and recommendations are offered for school leaders to support an environment and culture that embraces job-embedded learning as an integral part of the school’s foundation for building capacity. The messages across the chapters point to the primacy of teacher engagement and the value of job-embedded learning.

About the Author

Sally J. Zepeda is a professor at the University of Georgia in the Department of Lifelong Education, Administration, and Policy where she teaches courses about school leadership, professional learning, instructional supervision, and teacher evaluation. She has written 30 books and countless articles on school leadership, succession planning, and the work of school and district leaders to support the instructional program.