{"product_id":"leading-for-instructional-improvement-isbn-9780470542750","title":"Leading for Instructional Improvement","description":"\u003cp\u003e\u003cb\u003eLeading for Instructional Improvement\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003eEducational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. \u003ci\u003eLeading for Instructional Improvement\u003c\/i\u003e captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePraise for \u003ci\u003eLeading for Instructional Improvement\u003c\/i\u003e\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\"This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings.\"\u003cbr\u003e \u003cb\u003e—PEDRO A. NOGUERA, Ph.D.\u003c\/b\u003e, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education  \u003c\/p\u003e\u003cp\u003e\"A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools.\"\u003cbr\u003e \u003cb\u003e—DR. BEVERLY HALL\u003c\/b\u003e, superintendent, Atlanta Public Schools  \u003c\/p\u003e\u003cp\u003e \"In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership.\"\u003cbr\u003e \u003cb\u003e—JERRY D. WEAST, Ed.D.\u003c\/b\u003e, superintendent of schools, Montgomery County Public Schools, Maryland  \u003c\/p\u003e\u003cp\u003e\"Fink and Markholt offer practitioners a guide to effective teaching. \u003ci\u003eLeading for Instructional Improvement\u003c\/i\u003e asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow.\"\u003cbr\u003e \u003cb\u003e—BARNETT BERRY\u003c\/b\u003e, president, Center for Teaching Quality \u003c\/p\u003e\u003cp\u003eForeword ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003c\/p\u003e \u003cp\u003eThe Authors xxvii\u003c\/p\u003e \u003cp\u003eAbout the Center for Educational Leadership xxix\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One Making the Case for Instructional Expertise 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne\u003c\/b\u003e \u003cb\u003eThe Leader’s Role in Developing Teacher Expertise 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIt Takes Expertise to Make Expertise 5\u003c\/p\u003e \u003cp\u003eBuilding Shared Understanding 16\u003c\/p\u003e \u003cp\u003eConclusion 19\u003c\/p\u003e \u003cp\u003eDiscussion Questions 20\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two Developing an Expert Instructional Eye 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo\u003c\/b\u003e The Five Dimensions of Teaching and Learning 23\u003c\/p\u003e \u003cp\u003ePurpose 26\u003c\/p\u003e \u003cp\u003eStudent Engagement 29\u003c\/p\u003e \u003cp\u003eCurriculum and Pedagogy 34\u003c\/p\u003e \u003cp\u003eAssessment for Student Learning 37\u003c\/p\u003e \u003cp\u003eClassroom Environment and Culture 41\u003c\/p\u003e \u003cp\u003eConclusion 46\u003c\/p\u003e \u003cp\u003eDiscussion Questions 46\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree\u003c\/b\u003e Applying the Five Dimensions of Teaching and Learning 47\u003c\/p\u003e \u003cp\u003eAnalysis 52\u003c\/p\u003e \u003cp\u003eConclusion 84\u003c\/p\u003e \u003cp\u003eDiscussion Questions 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three Leading for Instructional Improvement 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour\u003c\/b\u003e Observing Classroom Practice 87\u003c\/p\u003e \u003cp\u003eLeadership Begins with Purpose 87\u003c\/p\u003e \u003cp\u003eThe Learning Walkthrough 89\u003c\/p\u003e \u003cp\u003eThe Goal-Setting and Implementation Walkthrough 106\u003c\/p\u003e \u003cp\u003eThe Supervisory Walkthrough 114\u003c\/p\u003e \u003cp\u003eConclusion 121\u003c\/p\u003e \u003cp\u003eDiscussion Question 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive\u003c\/b\u003e Responding to Observations 123\u003c\/p\u003e \u003cp\u003eObservations, Interpretations, and Feedback 125\u003c\/p\u003e \u003cp\u003eClassroom Observations and Honest Conversations 129\u003c\/p\u003e \u003cp\u003eThe Development of Shared Vision: A District Case 134\u003c\/p\u003e \u003cp\u003eOrganizing Thinking: A Middle School Case 142\u003c\/p\u003e \u003cp\u003eConclusion 146\u003c\/p\u003e \u003cp\u003eDiscussion Questions 147\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix\u003c\/b\u003e Orchestrating Professional Learning 149\u003c\/p\u003e \u003cp\u003eLeaders as Conductors 151\u003c\/p\u003e \u003cp\u003eOrchestrating Professional Learning 173\u003c\/p\u003e \u003cp\u003eConclusion 186\u003c\/p\u003e \u003cp\u003eDiscussion Questions 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven\u003c\/b\u003e Coaching to Improve Practice 189\u003c\/p\u003e \u003cp\u003eWhat is Coaching? 190\u003c\/p\u003e \u003cp\u003eWhy Does Coaching Matter? 191\u003c\/p\u003e \u003cp\u003eModes of Coaching 192\u003c\/p\u003e \u003cp\u003ePeer Coaching and Mentoring 193\u003c\/p\u003e \u003cp\u003eCognitive Coaching 194\u003c\/p\u003e \u003cp\u003eInstructional Coaching and Content Coaching 197\u003c\/p\u003e \u003cp\u003eExpertise in Content Coaching 199\u003c\/p\u003e \u003cp\u003eResearch-Decide-Coach 205\u003c\/p\u003e \u003cp\u003eConclusion 217\u003c\/p\u003e \u003cp\u003eDiscussion Questions 217\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four\u003c\/b\u003e \u003cb\u003eEmbracing New Opportunities for Leading and Learning 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight\u003c\/b\u003e The Leader’s Role in Improving Teacher Practice 221\u003c\/p\u003e \u003cp\u003eReciprocal Accountability 221\u003c\/p\u003e \u003cp\u003eLeading with an Inquiry Stance 230\u003c\/p\u003e \u003cp\u003eConclusion 240\u003c\/p\u003e \u003cp\u003eDiscussion Questions 240\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine\u003c\/b\u003e A New Vision for Improving Learning for All 241\u003c\/p\u003e \u003cp\u003eDiscussion Questions 246\u003c\/p\u003e \u003cp\u003eAppendix A: 5D Framework 247\u003c\/p\u003e \u003cp\u003eAppendix B: Types of Classroom Observations 253\u003c\/p\u003e \u003cp\u003eReferences 257\u003c\/p\u003e \u003cp\u003eIndex 263\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eStephen Finkis\u003c\/b\u003e executive director of the Center for Educational Leadership and affiliate associate professor in the College of Education at the University of Washington, Seattle.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAnneke Markholt\u003c\/b\u003e is associate director of the Center for Educational Leadership and an affiliate faculty member at the University of Washington in the department of Educational Leadership and Policy Studies.    \u003c\/p\u003e\u003cp\u003e\u003cb\u003eLeading for Instructional Improvement\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003eEducational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. \u003ci\u003eLeading for Instructional Improvement\u003c\/i\u003e captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePraise for \u003ci\u003eLeading for Instructional Improvement\u003c\/i\u003e\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\"This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings.\"\u003cbr\u003e \u003cb\u003e—PEDRO A. NOGUERA, Ph.D.\u003c\/b\u003e, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education  \u003c\/p\u003e\u003cp\u003e\"A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools.\"\u003cbr\u003e \u003cb\u003e—DR. BEVERLY HALL\u003c\/b\u003e, superintendent, Atlanta Public Schools  \u003c\/p\u003e\u003cp\u003e \"In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership.\"\u003cbr\u003e \u003cb\u003e—JERRY D. WEAST, Ed.D.\u003c\/b\u003e, superintendent of schools, Montgomery County Public Schools, Maryland  \u003c\/p\u003e\u003cp\u003e\"Fink and Markholt offer practitioners a guide to effective teaching. \u003ci\u003eLeading for Instructional Improvement\u003c\/i\u003e asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow.\"\u003cbr\u003e \u003cb\u003e—BARNETT BERRY\u003c\/b\u003e, president, Center for Teaching Quality\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989517877477,"sku":"NP9780470542750","price":34.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470542750.jpg?v=1761784428","url":"https:\/\/k12savings.com\/es\/products\/leading-for-instructional-improvement-isbn-9780470542750","provider":"K12savings","version":"1.0","type":"link"}