基本説明
This book is drawn from a study of more than 800 teachers schools nationwide.
Full Description
From the Foreword of the First Edition:`A treasure trove of knowledge about instructional leadership. Rich descriptions bring to life such concepts as inquiry, reflection, collaboration, empowerment, and learning community. The authors enable the reader to encounter the spirit of schools where these ideas have become a reality' - From the Foreword by Stephen P Gordon, Southwest Texas State UniversityThe Handbook of Instructional Leadership is drawn from a study of more than 800 teachers schools nationwide. In this expanded Second Edition, the authors incorporate recent findings and insights from research, literature, and national reports. Also included in this new edition is an in-depth examination of the elements of instructional leadership related to the development of a professional learning community. This book is written for practicing and prospective instructional leaders whose objective is to develop reflective, collaborative, problem-solving contexts for dialogue about instruction, and what successful leaders do to enhance teaching and learning. These leaders are namely principals, assistant principals, lead teachers, department chairpersons, curriculum directors, and staff developers. This book will illuminate basic elements of effective instructional leadership and describe specifically how it supports both teacher and student learning.
Contents
Foreword - Stephen P. GordonPrefaceAcknowledgmentsAbout the AuthorsDedicationPart I. The Art and Science of Instructional Leadership1. The Craft of Teacher SupervisionOur StudyThe Instructional Supervision Legacy: From Control to CollaborationResearch on Instructional SupervisionCurrent Issues in the Field2. The Conference: Heart of Instructional SupervisionSuccessful ApproachesResearch on Instructional ConferencesOur FindingsSummary3. Staff Development: Promoting Professional GrowthResearch on Teaching and LearningHow Do Teachers Learn? Principles That Shape Staff DevelopmentOur Findings: The Lifelong Study of Teaching and LearningPSSSSST! RedesignTips for LeadersSummary4. Reflection: Encouraging Critical StudyThe Need for Reflective PracticeRelated Research and the Development of Frameworks for Reflective ThinkingApproaches to Reflective SupervisionOur Study: Characteristics of Teacher ReflectionPrincipal Behaviors Fostering Reflection in Teachers and the Benefits to TeachersCognitive Coaching: Bridge to ReflectionEncouraging Reflection: Helpful RemindersPortrait of a Facilitator for Reflective PracticePart II. How Supervisors' Behaviors - Positive and Negative - Affect Teachers5. Being Visible Versus Interrupting and AbandoningVisibility by Wandering AroundInterruption of Class InstructionAbandonment6. Praising Versus CriticizingPraiseCriticism: More About Control7. Extending Autonomy Versus Maintaining ControlExtending AutonomyThe Control Orientation and Instructional LeadershipOther Aspects of ControlGoals of Principals' Control OrientationThe Abusive Control Orientation: The Worst of AllSummary8. Conclusion: The Successful Instructional LeaderWhat, Then, Is Successful Instructional Leadership or Supervision?Successful Leadership Vis-a-vis InstructionTips for PrincipalsLinking Instructional Leadership to the Development of a Professional Learning Community9. Instructional Leadership: A Bridge to the Development of a Professional Learning CommunityRecruiting for a Professional Learning CommunityProfessional Learning Communities: Findings From ResearchSuggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning CommunityEveryone an Academic LeaderMore to Learn: A Final WordResource: Research Method and ProceduresReferencesIndex
