AVAILABLE IN ARABIC
About This Book
For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms.
Benefits
• Explore the authors’ expertise and many years of experience in one comprehensive volume on leadership.
• Gain proven strategies for school improvement based on the most up-to-date research.
• Focus on how district and school leaders create the conditions to support the collaborative culture of a professional learning community (PLC).
• Examine the specific work that teachers undertake as members of PLCs.
Topics : Professional Learning Community,Leadership
Table Of Content
About the Authors
Introduction
Chapter 1: School Improvement Means People Improvement Denial
Failed Strategies
Flawed Strategies Flow From Flawed Assumptions
School Improvement Means People Improvement
Creating the Conditions for Continuous School Improvement
Three Big Ideas That Drive the PLC Process
Conclusion
Chapter 2: The District's Role in Supporting the PLC Process
Effective District Leaders Both Direct and Empower
Effective District Leaders Create a Common Language
Effective District Leaders Monitor the PLC Process in Each School as They Develop the Capacity of Principals to Lead the Process
Effective Superintendents Limit Initiatives
Effective Superintendents Communicate Priorities Effectively
Conclusion
Chapter 3: The Principal's Role in Leading a Professional Learning Community
The Research on School Leadership
A Tradition of Teacher Isolation
The Collaborative Team as a Catalyst for Shared Leadership
Training Team Leaders
Principals as Capacity Builders
Conclusion
Chapter 4: Creating the Collaborative Culture of a Professional Learning Community
Acknowledging the Challenge
Difficult, but Doable
Reciprocal Accountability: The Key to Building Collective Capacity
Conclusion
Chapter 5: Developing a Guaranteed and Viable Curriculum
PLCs and a Guaranteed and Viable Curriculum
Identifying the Nature of Objectives
Identifying the Appropriate Grain Size of Objectives
Identifying the Appropriate Number of Objectives
Articulating Levels of Knowledge
Designing Proficiency Scales
Conclusion
Chapter 6: Ongoing Monitoring of Student Learning
Assessment in the Current System
A New Way to Design and Score Assessments
New Types of Assessments
SMART Gnats Reconsidered
Common Assessments Reconsidered
Translating Scale Scores to Traditional Grades
A New Report Card
Conclusion
Chapter 7: Ensuring Effective Instruction
Lesson Study
Lesson Study Within a PLC
Observing Lessons in Action
Conclusion
Chapter 8: Responding When Kids Don't Learn
A Schoolwide Response to Students Who Do Not Learn
Response to Intervention: Is It the Solution?
Mistaken Approaches to Response to Intervention
Effective Systems of Intervention
Enrichment in a Professional Learning Community
But the Schedule Won't Let Us
Conclusion
Chapter 9: Leadership Is an Affair of the Heart
Leadership as a Love Affair
Leading by Example
Effective Leaders Articulate a Clear, Compelling, and Focused Vision and Connect It to Others' Hopes and Dreams
Effective Leaders Help Those They Lead Feel More Capable by Helping Them Become More Capable
Conclusion
References and Resources
Index
About the Authors
Robert J. Marzano:
Robert J. Marzano, PhD, is the cofounder and chief academic officer of Marzano Research in Denver, Colorado. During his fifty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than forty books and three hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The Art and Science of Teaching, The Handbook for the New Art and Science of Teaching, The New Art and Science of Teaching Writing, The New Art and Science of Teaching Reading, The New Art and Science of Classroom Assessment, Leaders of Learning, The Classroom Strategies Series, A Handbook for High Reliability Schools, Awaken the Learner, and Managing the Inner World of Teaching.
His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators. He received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.
To learn more about Dr. Marzano’s work, visit www.marzanoresearch.com.
Richard DuFour:
Richard DuFour, EdD, was a public school educator for thirty-four years, serving as a teacher, principal, and super-intendent. During his nineteen-year tenure as a leader at Adlai E. Stevenson High School in Lincolnshire, Illinois, Stevenson was one of only three schools in the United States to win the U.S. Department of Education Blue Ribbon Award on four occasions and the first comprehensive high school to be designated a New America High School as a model of successful school reform. He received his state’s highest award as both a principal and superintendent.
A prolific author and sought-after consultant, Dr. DuFour is recognized as one of the leading authorities on helping school practitioners implement the PLC at Work process in their schools and districts.
Dr. DuFour was presented the Distinguished Scholar Practitioner Award from the University of Illinois and was the 2004 recipient of the National Staff Development Council’s Distinguished Service Award.
To learn more about Dr. DuFour’s work, visit AllThingsPLC (www.allthingsPLC .info).
ISBN: 9789960863955
Author: Richard DuFour & Robert J. Marzano
Publisher: Educational Book House
Publish Year: 2014
Size: 17*24cm
Pages number: 248
