Leadership for Learning: How to Help Teachers Succeed

Leadership for Learning: How to Help Teachers Succeed

Leadership for Learning: How to Help Teachers Succeed

Leadership for Learning: How to Help Teachers Succeed

Synopsis

In a follow-up to his earlier book Developmental Supervision, distinguished educator and author Carl D. 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 back-grounds 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 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.

Excerpt

Writing this book has been enjoyable. I have tried to write in an easy-to-read manner what I have learned about up-close and personal work with teachers on how to improve teaching and learning in individual classrooms and schools as a whole. When ASCD first approached me about writing a book that would be derived from my book of 1980, Developmental Supervision, I was somewhat reluctant. More than 20 years had passed since I had written that book, and in the interval I had been centrally engaged with a network of public schools involved in whole-school change based on democratic principles for educating students. The topics of my writing had become more expansive than thinking about individual teachers and classrooms. A text I had coauthored for Allyn and Bacon, SuperVision and Instructional Leadership, was now in its fifth edition, and I had published two other books for Jossey-Bass on school-based renewal and the conceptual underpinnings of public education and democracy. I wondered, What could I say to teachers, principals, supervisors, and other school leaders about improving classroom teaching and learning that hadn't already been said? But then it occurred to me that, indeed, there was a better and more concise way to understand the approaches, structures, and practical applications of leadership for continuous improvement of classroom teaching and learning within the context of whole-school improvement.

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