Foster reflective teacher leadership and make real change happen! Teachers are powerful change agents in the on-going process of school improvement. This insightful, must-read guide helps school leaders shape th
Foster reflective teacher leadership and make real change happen! Teachers are powerful change agents in the on-going process of school improvement. This insightful, must-read guide helps school leaders shape thHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jenni Donohoo is the director of Praxis-Engaging Ideas, Inc and a project manager for the Council of Ontario Directors of Education (CODE). Jenni has a PhD in Educational Studies and Supervisory Officer Qualifications. Jenni is a former classroom teacher and currently works with system, school leaders, and teachers around the world to support high quality professional learning. She has authored many peer-reviewed publications and three best-selling books, including Collaborative Inquiry for Educators, The Transformative Power of Collaborative Inquiry (with Moses Velasco), and Collective Efficacy: How Educators' Beliefs Impact Student Learning. Jenni's areas of expertise include collective efficacy, metacognition, adolescent literacy, and facilitating collaborative learning structures.
Inhaltsangabe
Acknowledgments About the Authors List of Figures, Tables, and Resources Preface Part One: Collaborative Inquiry: A Transformative Professional Learning Design Chapter 1. Teacher Driven Improvement Addressing Adaptive Challenges A Collaborative Inquiry Framework What it is and What it is Not What do the Experts Say? Moving Collaborative Inquiry from Theory to Practice Chapter 2. Bringing Collaborative Inquiry to Scale Coburn's (2003) Redefinition of Scale Conditions Necessary to Bring Collaborative Inquiry to Scale Part Two: Strengthening the Power: Realizing Change in Schools and Classrooms Chapter 3. Determining and Maintaining Focus Establishing a Needs Based Focus Formulating an Inquiry Question Developing a Robust Theory of Action Chapter 4. Provoking Thinking to Assess Impact Building Appreciation for and Capacity to Use a Variety of Assessment Data Teacher Learning Through the Collaborative Analysis of Student Work Determining Next Best Move Reconciling Discrepancies: Theories of Action Chapter 5. Shaping the Development of a Professional Learning Culture Shifting from Professional Development to Professional Learning Building Quality Professional Relationships Improving Collaboration Expanding the Reach of Learning Resources References
Acknowledgments About the Authors List of Figures, Tables, and Resources Preface Part One: Collaborative Inquiry: A Transformative Professional Learning Design Chapter 1. Teacher Driven Improvement Addressing Adaptive Challenges A Collaborative Inquiry Framework What it is and What it is Not What do the Experts Say? Moving Collaborative Inquiry from Theory to Practice Chapter 2. Bringing Collaborative Inquiry to Scale Coburn's (2003) Redefinition of Scale Conditions Necessary to Bring Collaborative Inquiry to Scale Part Two: Strengthening the Power: Realizing Change in Schools and Classrooms Chapter 3. Determining and Maintaining Focus Establishing a Needs Based Focus Formulating an Inquiry Question Developing a Robust Theory of Action Chapter 4. Provoking Thinking to Assess Impact Building Appreciation for and Capacity to Use a Variety of Assessment Data Teacher Learning Through the Collaborative Analysis of Student Work Determining Next Best Move Reconciling Discrepancies: Theories of Action Chapter 5. Shaping the Development of a Professional Learning Culture Shifting from Professional Development to Professional Learning Building Quality Professional Relationships Improving Collaboration Expanding the Reach of Learning Resources References
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