Improving Learning, Teaching, and Leading in School Systems
Organizational Learning: Improving Learning, Teaching, and Leading in School Systems defines organizational learning, provides its theoretical foundations, and identifies six interrelated conditions that appear to foster organizational learning in schools and school systems: prioritizing learning for all members, fostering inquiry, facilitating the dissemination of knowledge, practicing democratic principles, attending to human relationships, and providing for members' self-fulfillment. The authors use practical examples and an on-going case study to illustrate concepts of organizational learning and its application to schools and school systems. They also provide practitioners with opportunities to digest and apply information to their own settings with a series of essential questions, activities and ideas for getting started, areas for inquiry, and reflective journal questions.
Virtual Learning Environments (VLEs) are becoming increasingly common in schools, and it is important for trainees to be equipped with the necessary skills and understanding to use them effectively to enhance learning. This book takes a thematic approach, examining all the key issues from designing and creating a VLE to using one to organise, moderate and assess pupil learning and even to develop resources for learning.
A great practical guide for CPD leadership in schools! Includes CD-Rom! 'This toolkit will be a boon to those starting out in the CPD role and offers useful resources to those more experienced practitioners looking for ideas' - Professional Development Today "Sue Kelly rightly perceives that although theories of CPD are important, the co-ordinator's job is very much about practicalities. She succeeds very well in showing how it can be done - starting from self evaluation, moving into ways of presenting its importance and then on to ways of planning and organising staff development. Her chapter on evaluating the impact of CPD is particularly good' - Gerald Haigh, Times Educational Supplement Magazine 'Sue Kelly writes from the perspective of an assistant headteacher with responsibility for CPD. You can be sure that this is a resource that has grown from experience, expertise and values that have been tested...Investing in Sue Kelly's book and the CD that accompanies it could turn out to have been a best buy'- CPD Update 'Written in an engaging and user-friendly style, this is an invaluable guide for staff development coordinators, both novice and experienced, as they endeavour to lead and manage CPD. It is refreshing to read a school practitioner writing about her own school's practice with such commitment and passion' - Professor Peter Earley, London Centre for Leadership in Learning, Institute of Education, University of London This step-by-step guide is ideal for newly appointed CPD Co-ordinators, and is also a time-saving resource for anyone with responsibility for CPD. It clearly explains the requirements of the CPD Co-ordinator role and includes a CD-rom packed with useful resources to help implement effective practice, such as: - a self-evaluation tool, to identify areas needing action - a ready-made PowerPoint presentation to communicate your role & approaches - a staff development planner, to support a strategic approach to CPD planning It advises on how to assess your school's development needs, engage all staff, get middle leaders and the Senior Leadership Group on board and boost morale. There is clear guidance on how to observe colleagues for development, and how to conduct an exemplary NQT induction programme. Its highly practical approach makes this book a must-read for all CPD Co-ordinators in primary, secondary and special schools. It will also enhance approaches to CPD in colleges and other educational institutions, and provide food for thought for everyone charged with the responsibility of developing staff. Sue Kelly is Assistant Headteacher of Millais School in Horsham. See Sue talking about her work on the TDA website: TDA Website
A great practical guide for CPD leadership in schools! Includes CD-Rom! 'This toolkit will be a boon to those starting out in the CPD role and offers useful resources to those more experienced practitioners looking for ideas' - Professional Development Today "Sue Kelly rightly perceives that although theories of CPD are important, the co-ordinator's job is very much about practicalities. She succeeds very well in showing how it can be done - starting from self evaluation, moving into ways of presenting its importance and then on to ways of planning and organising staff development. Her chapter on evaluating the impact of CPD is particularly good' - Gerald Haigh, Times Educational Supplement Magazine 'Sue Kelly writes from the perspective of an assistant headteacher with responsibility for CPD. You can be sure that this is a resource that has grown from experience, expertise and values that have been tested...Investing in Sue Kelly's book and the CD that accompanies it could turn out to have been a best buy'- CPD Update 'Written in an engaging and user-friendly style, this is an invaluable guide for staff development coordinators, both novice and experienced, as they endeavour to lead and manage CPD. It is refreshing to read a school practitioner writing about her own school's practice with such commitment and passion' - Professor Peter Earley, London Centre for Leadership in Learning, Institute of Education, University of London This step-by-step guide is ideal for newly appointed CPD Co-ordinators, and is also a time-saving resource for anyone with responsibility for CPD. It clearly explains the requirements of the CPD Co-ordinator role and includes a CD-rom packed with useful resources to help implement effective practice, such as: - a self-evaluation tool, to identify areas needing action - a ready-made PowerPoint presentation to communicate your role & approaches - a staff development planner, to support a strategic approach to CPD planning It advises on how to assess your school's development needs, engage all staff, get middle leaders and the Senior Leadership Group on board and boost morale. There is clear guidance on how to observe colleagues for development, and how to conduct an exemplary NQT induction programme. Its highly practical approach makes this book a must-read for all CPD Co-ordinators in primary, secondary and special schools. It will also enhance approaches to CPD in colleges and other educational institutions, and provide food for thought for everyone charged with the responsibility of developing staff. Sue Kelly is Assistant Headteacher of Millais School in Horsham. See Sue talking about her work on the TDA website: TDA Website
Praise for the Second Edition: "Finally, a book that is realistic and provides superb assistance. A must for every principal." -Ronald Jockel, Executive Director, Phi Delta Kappa International "Compelling rationale and practical steps for developing a first-year teacher induction program." -Linda L. Lyman, Associate Professor, Department of Educational Leadership and Human Development, Bradley University Help new teachers be the best they can be! Beginning teachers are often filled with self-doubt and questions regarding school culture and principals' expectations. From First-Year to First-Rate: Principals Guiding Beginning Teachers, Third Edition helps you answer teachers' questions and gain strategies to prevent the isolation that many new instructors experience. Updated to meet the challenges facing new teachers today, this revision of the bestseller helps administrators develop a first-year induction plan to help teachers succeed. This vital resource provides: Ideas for initial orientation Strategies for measuring program success A greater focus on practical applications for the classroom You hold the key to the professional development of your teachers. Use it to unlock their potential for growth!
"Provides readers with a compelling rationale for the process, offers experience-tested tools, and suggests ways to address commonly-occurring challenges. This book will assist teachers, and those who support them, in understanding and implementing all phases of lesson study, from initial planning through sharing with others what was learned." -Dennis Sparks, Executive Director National Staff Development Council "A powerful teacher professional development process that focuses collaborative teams directly on the classroom, and the perfect tool for teachers, professional developers, and team leaders. Gives you everything you need to use lesson study to support teachers in thinking deeply about practice." -Roberta Jaffe, Science Education Coordinator, New Teacher Center, University of California, Santa Cruz Use this team-centered approach to directly enhance teaching and learning in your school! First introduced in Japan, lesson study has gained enthusiastic advocates in US educational circles as a powerful, collaborative approach that brings teachers together as researchers into the science and craft of teaching and learning in their classrooms. Teachers work as teams to develop a lesson plan, teach and observe the lesson to collect data on student learning, and use their observations to refine their lesson. Participants build their sense of professional authority while discovering effective practices that result in improved learning outcomes for their students. This "how-to" guide provides teachers, administrators, and team leaders with practical strategies, models, and tools. The book leads a beginning team through the phases of the lesson study cycle and provides an experienced team with new perspectives. Using examples from U.S. classrooms, this handbook: Encourages educators to generate and share knowledge Inspires a teacher-researcher stance Illustrates both the process and substance of lesson study Encourages collaboration Provides guidelines for avoiding common pitfalls Leading Lesson Study is an excellent resource for both experienced and novice lesson study teams, administrators who want to start a lesson study program, and lesson study team facilitators such as instructional coaches and professional development providers.
'Provides readers with a compelling rationale for the process, offers experience-tested tools, and suggests ways to address commonly-occurring challenges. This book will assist teachers, and those who support them, in understanding and implementing all phases of lesson study, from initial planning through sharing with others what was learned' - Dennis Sparks, Executive Director, National Staff Development Council 'A powerful teacher professional development process that focuses collaborative teams directly on the classroom, and the perfect tool for teachers, professional developers, and team leaders. Gives you everything you need to use lesson study to support teachers in thinking deeply about practice' - Roberta Jaffe, Science Education Coordinator, New Teacher Center, University of California, Santa Cruz Use this team-centered approach to directly enhance teaching and learning in your school! First introduced in Japan, lesson study has gained enthusiastic advocates in U.S. educational circles as a powerful, collaborative approach that brings teachers together as researchers into the science and craft of teaching and learning in their classrooms. Teachers work as teams to develop a lesson plan, teach and observe the lesson to collect data on student learning, and use their observations to refine their lesson. Participants build their sense of professional authority while discovering effective practices that result in improved learning outcomes for their students. This "how-to" guide provides teachers, administrators, and team leaders with practical strategies, models, and tools. The book leads a beginning team through the phases of the lesson study cycle and provides an experienced team with new perspectives. Using examples from U.S. classrooms, this handbook: * Encourages educators to generate and share knowledge * Inspires a teacher-researcher stance * Illustrates both the process and substance of lesson study * Encourages collaboration * Provides guidelines for avoiding common pitfalls Leading Lesson Study is an excellent resource for both experienced and novice lesson study teams, administrators who want to start a lesson study program, and lesson study team facilitators such as instructional coaches and professional development providers.
`Readers of this book will want to finish it and put the techniques into practice as soon as they can!' - Youth in Mind `Seems excellent - I know I would want to use this book' - Helen Bilton, Reading University `Very relevant and appropriate for all trainees and the content would provide support for the area that the trainees are most concerned with' - Jane Warwick, University of Cambridge Classroom management is an area of genuine concern to students and NQTs. As there is only basic coverage of classroom management issues on initial training courses, new teachers often find it difficult to cope in busy classroom situations. This easy-to-read book helps you to select the right strategies for your classroom. The practical advice and points for reflection help you to think about why some strategies work and why others do not, and to decide which ones will work for you. Chapters include advice on: o behaviour management o organizing your classroom o routines, scripts and 'teacher-talk' o positive prevention through class rules and targets o praise, rewards and sanctions o teacher 'presence' o coping with difficult students.
Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book addresses this - building on the core subject knowledge covered in the Achieving QTS series and relating it to classroom practice. It supports trainees in extending and deepening their knowledge of ICT and demonstrating how to apply it to planning and implementing lessons. Practical and up-to-date teaching examples are used to clearly contextualize subject knowledge. A clear focus on classroom practice helps trainees to build confidence and develop their own teaching strategies.
