MARC record from Internet Archive

LEADER: 03551cam 2200349 a 4500
001 9925151286801661
005 20150423153315.0
008 140312s2012 nyua b 001 0 eng
010 $a2012020750
020 $a9780807753491 (pbk. : alk. paper)
020 $a0807753491 (pbk. : alk. paper)
035 $a(OCoLC)798613194
035 $a(OCoLC)ocn798613194
040 $aDLC$beng$cDLC$dYDX$dBTCTA$dBDX$dUKMGB$dOCLCO$dYDXCP$dBWX$dIAD$dSOI$dCDX$dEEK$dCOO$dOCLCF$dOCLCQ
042 $apcc
043 $an-us---
049 $aCNUM
050 00 $aLB2806.4$b.L43 2012
082 00 $a371.2/03$223
245 00 $aLeading for powerful learning :$ba guide for instructional leaders /$cAngela Breidenstein ... [et al.].
260 $aNew York :$bTeachers College Press,$cc2012.
300 $axi, 153 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 137-143) and index.
505 0 $a1. Why leadership for adult learning is crucial : Teachers as learners ; Instructional leadership ; Practitioner learning ; Constructive-developmental theory ; Beyond individual learning ; Along the learning continuum ; The organization of this book -- 2. Instrumental learning in schools : Initiating instrumental learning ; Expert-based professional development ; Using multimedia resources for instrumental learning ; Instructional coaching ; Study groups ; Walkthroughs ; Mentoring ; Clinical supervision ; Supporting instrumental learning: implications for leadership -- 3. Socializing learning in schools : Planning for socializing learning ; Going against the grain ; Supporting socializing learning: strategies and protocols ; Learning with texts ; Looking at student work ; Looking at adult work ; Observing colleagues ; Creating learning communities ; Engaging in collaborative supervision ; Supporting socializing learning: implications for leadership -- 4. Self-authoring learning in schools : Planning for self-authoring learning ; Uniqueness of self-authoring learning ; Approaches to self-authoring learning ; Learning about race and equity ; Inquiring into practice ; Engaging in lesson study ; Critical friends groups ; Clinical supervision: using a nondirective approach to supervision ; Supporting self-authoring learning: implications for leadership -- 5. How leaders facilitate for learning : Meetings for learning ; Agreements, norms, and ground rules ; Understanding the design principles: protocols for learning ; Facilitating protocols for learning -- 6. How leaders design for learning : Design question 1: What does our school (and its students) need us to learn? ; Design question 2: Who are our teachers? ; Design question 3: Who am I as a learner and leader? ; At the end of the day: the critical role of leadership ; Before leaving the design for learning discussion: potential pitfalls ; The work is never done -- 7. Leading for learning : The three approaches to school reform ; Why a learning approach to school leadership ; How to lead educator learning -- Appendices : A. The collaborative assessment conference protocol ; B. The tuning protocol ; C. The consultancy protocol ; D. Establishing ground rules ; E. Setting norms for collaborative work ; F. Resources.
650 0 $aSchool supervision$zUnited States.
650 0 $aEducational leadership$zUnited States.
650 0 $aTeacher effectiveness$zUnited States.
650 0 $aEffective teaching$zUnited States.
700 1 $aBreidenstein, Angela.
947 $fSOE$hBOOK$p$23.70$q1
949 $aLB2806.4 .L43 2012$i31786102884332
994 $a92$bCNU