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Author: David Wallace Booth Publisher: Pembroke Publishers Limited ISBN: 1551388014 Category : Educational leadership Languages : en Pages : 162
Book Description
This seminal guide to school literacy programs offers an overview of the most successful strategies education leaders can use to build a powerful reading schools.
Author: David Wallace Booth Publisher: Pembroke Publishers Limited ISBN: 1551388014 Category : Educational leadership Languages : en Pages : 162
Book Description
This seminal guide to school literacy programs offers an overview of the most successful strategies education leaders can use to build a powerful reading schools.
Author: Julie Nicholson Publisher: Teachers College Press ISBN: 0807779989 Category : Education Languages : en Pages : 271
Book Description
The majority of public school principals are now required to supervise and evaluate early childhood teachers and classrooms, yet many do not have a sufficient understanding of child development and early childhood pedagogy to lead for equity. This practical and comprehensive resource addresses this critical gap by presenting current research on child development, an understanding of the elements of high-quality early childhood classrooms, essential information on trauma-responsive practices, and strategies for reducing bias and preventing the use of exclusionary discipline with young children. School leaders learn about the pivotal role they can play in improving equity for young children, their families, and the early childhood workforce. Each chapter includes key take-aways and central questions that can be used for individual reflection or to guide group discussions. Authentic examples, illustrations, and actionable strategies help readers to successfully implement the content in their school. Principals as Early Learning Leaders is essential reading for principals, vice principals, administrators, and others responsible for leading preschool and pre–K programs for equity. Book Features: Supports elementary school principals to better understand the role early education plays in their school.Addresses essential issues of equity in all aspects of early learning programs that require focus and leadership.Provides current research and practical strategies that principals can put into practice immediately to be effective instructional leaders. Uses authentic examples and vignettes throughout to help readers see the ideas in the context of real preschool classrooms. Includes reflection questions and key takeaways to help principals think about how the information presented can inform the work they do.
Author: Rita M. Bean Publisher: Guilford Press ISBN: 1609189442 Category : Language Arts & Disciplines Languages : en Pages : 417
Book Description
Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play an active role in nurturing a culture of collaboration and promoting student achievement. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home-school partnerships, and much more. User-friendly features include case examples, guiding questions, and engagement activities in each chapter.
Author: Regie Routman Publisher: ASCD ISBN: 1416618732 Category : Education Languages : en Pages : 377
Book Description
Literacy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead. Drawing on her experience as a mentor teacher, reading specialist, instructional coach, and staff developer, author Regie Routman offers time-tested advice on how to develop a schoolwide learning culture that leads to more effective reading and writing across the curriculum. She explains how every school—including yours—can: implement instructional practices that lead to better engagement and achievement in reading and writing for all students, from kindergarten through high school, including second-language and struggling learners; build Professional Literacy Communities of educators working together to create sustainable school change through professional learning based on shared beliefs; reduce the need for intervention through daily practices that ensure success, even for our most vulnerable learners; and embed the language of productive feedback in responsive instruction, conferences, and observations in order to accelerate learning for students, teachers, and leaders. In their own voices, teachers, principals, literacy specialists, and students offer real-life examples of changes that led to dramatic improvement in literacy skills and—perhaps just as important--increased joy in teaching and learning. Scattered throughout the book are “Quick Wins”--ideas and actions that can yield positive, affirming results while tackling the tough work of long-term change.
Author: Neil Dempster Publisher: Springer ISBN: 3319542982 Category : Education Languages : en Pages : 226
Book Description
This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.
Author: Ontario Principals' Council, Publisher: Corwin Press ISBN: 1452279721 Category : Education Languages : en Pages : 177
Book Description
Equitable schools equal high achievement for all students! This invaluable book provides an expanding awareness of equity issues to not only principals and district leaders, but also school equity committees. From the novice to the experienced school leader, readers will discover how to create a learning community that erases achievement gaps and welcomes students of all backgrounds. This new volume in the Leading Achievement Series provides action steps for: Establishing a climate that promotes equity Empowering and supervising staff to accelerate change Garnering support and involvement from students and the community Assessing progress toward equity and sustaining growth
Author: Seth A. Parsons Publisher: Guilford Publications ISBN: 1462546048 Category : EDUCATION Languages : en Pages : 354
Book Description
What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers’ reflective practice and lifelong learning.
Author: Tony Townsend Publisher: Springer Nature ISBN: 3030237362 Category : Education Languages : en Pages : 451
Book Description
This book offers a nuanced understanding of how two different theories of leadership can be applied to achieve better results within schools. These leadership theories – Instructional Leadership and Leadership for Learning – have assisted our recent understanding of school leadership. This book interrogates the theories themselves as well as their impact on education systems around the world. It also looks at how they can be practically applied to educate school leaders within their schools and beyond, building partnerships with families, schools and other community agencies serving students. In doing so, the book considers the possibility that these theories are not opposed, but two sides of the same coin. Both are underpinned by the question ‘how do we provide the best educational experience for students?’. The answer to this question will determine the way leaders go about the task of leading schools. This important book will be of interest and value to students and scholars of educational leadership, as well as educational leaders themselves.
Author: Bruce G. Barnett Publisher: IAP ISBN: 1623963842 Category : Education Languages : en Pages : 291
Book Description
Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Author: David Wallace Booth
Author: David Wallace Booth
Author: Julie Nicholson
Author: Rita M. Bean
Author: Regie Routman
Author: Neil Dempster
Author: Neil Dempster
Author: Ontario Principals' Council,
Author: Seth A. Parsons
Author: Tony Townsend
Author: Bruce G. Barnett