Enhance learning with a collaborative, inquiry-based system of leadership! This practical guide presents a systematic, ongoing process for collecting information, making decisions, and taking action in order to improve instruction and raise student achievement. The authors illustrate a collaborative inquiry-action cycle within a real-world context and offer questions and exercises to guide individual reflection and group discussion. Thoroughly grounded in research, this book helps administrators: Identify areas for instructional improvement Determine community-supported solutions and build…mehr
Enhance learning with a collaborative, inquiry-based system of leadership! This practical guide presents a systematic, ongoing process for collecting information, making decisions, and taking action in order to improve instruction and raise student achievement. The authors illustrate a collaborative inquiry-action cycle within a real-world context and offer questions and exercises to guide individual reflection and group discussion. Thoroughly grounded in research, this book helps administrators: Identify areas for instructional improvement Determine community-supported solutions and build stakeholder commitment Articulate an action plan based on multiple data sources Take steps that support teacher development Systematically evaluate program resultsHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Matthew Militello is the Wells Fargo Distinguished Professor in Educational Leadership at East Carolina University. He is currently the principal investigator for a million dollar National Science Foundation grant (NSF# 1738767) bringing computational thinking to music and art classes in rural NC middle schools. Militello is also currently implementing an innovative Ed.D. degree for ECU in Bangkok, Thailand. Militello received his teaching degree from the University of Michigan (B.Ed., 1992), his administrative certification (MSA, 1994) and doctoral degrees (Ph.D., 2004) from Michigan State University. He has held faculty positions at North Carolina State University (2008-2014) and the University of Massachusetts at Amherst (2005-2008). Prior to his academic career, Militello was a middle and high public school teacher, assistant principal, and principal in Michigan (1992-2003). Militello has received funding to conduct research from the College Board, the W.K. Kellogg Foundation, Xian Normal University, as well as a multi-million dollar Race to the Top grant to train school leaders in Northeast North Carolina.
Inhaltsangabe
Foreword by Richard F. Elmore Preface Acknowledgments About the Authors Part I. From Challenges to Possibilities 1. The Myth of the Great Principal 2. The Collaborative Inquiry-Action Cycle Part II. The Collaborative Inquiry-Action Cycle in Action 3. What Are We Teaching? A Case of Curricular Alignment 4. What Do We Know? A Case of Data Informing Practice 5. What Do We Do in the Classroom? A Case of Changing Instructional Practice Part III. Making It Happen 6. Roles the Inquiry-Minded, Action-Oriented Principal Plays 7. You Can Do It! Putting the Collaborative Inquiry-Action Cycle Into Practice References Index
Foreword by Richard F. Elmore Preface Acknowledgments About the Authors Part I. From Challenges to Possibilities 1. The Myth of the Great Principal 2. The Collaborative Inquiry-Action Cycle Part II. The Collaborative Inquiry-Action Cycle in Action 3. What Are We Teaching? A Case of Curricular Alignment 4. What Do We Know? A Case of Data Informing Practice 5. What Do We Do in the Classroom? A Case of Changing Instructional Practice Part III. Making It Happen 6. Roles the Inquiry-Minded, Action-Oriented Principal Plays 7. You Can Do It! Putting the Collaborative Inquiry-Action Cycle Into Practice References Index
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