Details
Making Learning Job-Embedded
Cases from the Field of Instructional LeadershipBridging Theory and Practice
|
26,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 03.05.2018 |
| ISBN/EAN: | 9781475838350 |
| Sprache: | englisch |
| Anzahl Seiten: | 130 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<span><span>Making Learning Job-Embedded: Cases from the Field of Instructional Leadership </span><span>is a book for sitting principals, aspiring principals, and teacher leaders. This edited volume includes studies that describe and detail findings from dissertation research conducted by scholar-practitioners in preK-12 schools. These studies examined job-embedded professional learning—how teachers learned from their work, how they grew in their understandings of their work with students, and how they could learn from their interactions with others. Each chapter examines very specific aspects of professional learning that school leaders need to have understanding about to be able to create systems that support teachers in the work they do to teach students, interact with colleagues, participate in team meetings, and other aspects that constitute the work of being a teacher. Conclusions and recommendations are offered for school leaders to support an environment and culture that embraces job-embedded learning as an integral part of the school’s foundation for building capacity. The messages across the chapters point to the primacy of teacher engagement and the value of job-embedded learning.</span></span>
<span><span>This book makes unique contributions to the field of practice and understanding of job-embedded learning as it presents findings from seven dissertations that examined aspects of professional learning embedded in preK-12 schools. </span></span>
<span><span>Preface</span></span>
<br>
<span><span>Acknowledgements </span></span>
<br>
<span><span>Introduction</span></span>
<br>
<span><span>Chapter 1: Getting to Job-embedded Learning—Sally J. Zepeda </span></span>
<br>
<span><span>Chapter 2: Understanding the Job-Embedded Learning Experiences of Middle School Teachers —Brandi Wade Worsham</span></span>
<br>
<span><span>Chapter 3: Creating Coherence between Teacher Evaluation and Ongoing Teacher Learning by Engaging in Collegial Goal Groups —Jen Cole</span></span>
<br>
<span><span>Chapter 4: The Impact of Incoherent Professional Learning during Standards-Based Reform—Michael P. Cassidy</span></span>
<br>
<span><span>Chapter 5: Professional Development: Using Appreciative Inquiry to Understand the Perspectives of High School Mathematics Teachers—James M. Meneguzzo</span></span>
<br>
<span><span>Chapter 6: Lessons Learned about Job-embedded Learning—Sally J. Zepeda</span></span>
<br>
<span><span>About the Editor </span></span>
<br>
<span><span>Chapter Author Biographies</span></span>
<br>
<span><span>Acknowledgements </span></span>
<br>
<span><span>Introduction</span></span>
<br>
<span><span>Chapter 1: Getting to Job-embedded Learning—Sally J. Zepeda </span></span>
<br>
<span><span>Chapter 2: Understanding the Job-Embedded Learning Experiences of Middle School Teachers —Brandi Wade Worsham</span></span>
<br>
<span><span>Chapter 3: Creating Coherence between Teacher Evaluation and Ongoing Teacher Learning by Engaging in Collegial Goal Groups —Jen Cole</span></span>
<br>
<span><span>Chapter 4: The Impact of Incoherent Professional Learning during Standards-Based Reform—Michael P. Cassidy</span></span>
<br>
<span><span>Chapter 5: Professional Development: Using Appreciative Inquiry to Understand the Perspectives of High School Mathematics Teachers—James M. Meneguzzo</span></span>
<br>
<span><span>Chapter 6: Lessons Learned about Job-embedded Learning—Sally J. Zepeda</span></span>
<br>
<span><span>About the Editor </span></span>
<br>
<span><span>Chapter Author Biographies</span></span>
<span><span>Sally J. Zepeda</span><span> is a professor at the University of Georgia in the Department of Lifelong Education, Administration, and Policy where she teaches courses about school leadership, professional learning, instructional supervision, and teacher evaluation. She has written 30 books and countless articles on school leadership, succession planning, and the work of school and district leaders to support the instructional program.</span></span>
Diese Produkte könnten Sie auch interessieren:
