Leadership for Learning Reviews

Author: Carl D. Glickman
Edition: 1
Publisher: Association for Supervision & Curriculum Deve
Binding: Paperback
ISBN: 0871205963
Price:
You Save: 58%

Leadership for Learning: How to Help Teachers Succeed

In a follow-up to his earlier book, Developmental Supervision, distinguished educator and author Carl D.Leadership for Learning review. Glickman provides instructional leaders-supervisors, principals, and teachers-with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses

Structures of classroom assistance--clinical supervision, peer coaching, critical friends, and action research groups;

Formats for observations--frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and

Approaches to working directly with teachers--directive, collaborative, and nondirective.

Scenarios that describe interactions with teachers of diverse backgrounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachersRead full reviews of Helping Teachers Learn: Principal Leadership for Adult Growth and Development.

Read Leading Learning: Process, themes and issues in international contexts (Leadership for Learning Series) reviews by

About the Author Tom O'Donoghue is Professor of Education at the Graduate School of Education, The University of Western Australia.Simon Clarke is Deputy Dean of the Faculty of Education, The University of Western Australia.

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Drago-Severson presents case studies and examines strategies that help shape a school climate of teacher support, growth, and learning.

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Leadership for Learning: International Perspectives Sense Publishers 9789087903893 09789087903893

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Leadership for Learning Reviews

Glickman provides instructional leaders-supervisors, principals, and teachers-with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses

Structures of classroom assistance--clinical supervision, peer coaching, critical friends, and action research groups;

Formats for observations--frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and

Approaches to working directly with teachers--directive, collaborative, and nondirective.

Scenarios that describe interactions with teachers of diverse backgrounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachers. In addition to forms and examples that readers can duplicate or adapt to their own situation, the book includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity.

Leadership for Learning goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. Drawing on his years of experience in working with schools in varied settings, Glickman offers both advice and inspiration to instructional leaders who strive toward the ultimate goal of providing the best possible classroom experience for every student.