Kim Farris-Berg, Edward J. Dirkswager
Trusting Teachers with School Success
What Happens When Teachers Call the Shots
Kim Farris-Berg, Edward J. Dirkswager
Trusting Teachers with School Success
What Happens When Teachers Call the Shots
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Examining the experiences of teachers who are already trusted to call the shots, this book answers: What would teachers do if they had the autonomy not just to make classroom decisions, but to collectively-with their colleagues-make the decisions influencing whole school success? Decisions such as school curriculum, how to allocate the school budget, and who to hire.
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Examining the experiences of teachers who are already trusted to call the shots, this book answers: What would teachers do if they had the autonomy not just to make classroom decisions, but to collectively-with their colleagues-make the decisions influencing whole school success? Decisions such as school curriculum, how to allocate the school budget, and who to hire.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield
- Seitenzahl: 256
- Erscheinungstermin: 10. Oktober 2012
- Englisch
- Abmessung: 229mm x 152mm x 14mm
- Gewicht: 380g
- ISBN-13: 9781610485104
- ISBN-10: 1610485106
- Artikelnr.: 35719396
- Verlag: Rowman & Littlefield
- Seitenzahl: 256
- Erscheinungstermin: 10. Oktober 2012
- Englisch
- Abmessung: 229mm x 152mm x 14mm
- Gewicht: 380g
- ISBN-13: 9781610485104
- ISBN-10: 1610485106
- Artikelnr.: 35719396
Kim Farris-Berg and Edward J. Dirkswager are fellows at the Center for Policy Studies in St. Paul, Minnesota. Amy Junge is an associate at the Center for Policy Studies in St. Paul, Minnesota. To learn more about the authors, visit their website at www.trustingteachers.org.
Contents Acknowledgements Preface PART ONE: What would happen if we trusted
teachers with school success? Introduction. To get high performing schools,
maybe it's time to trust teachers. Chapter 2. Teacher Autonomy: what it is,
who has it, and how it's secured Chapter 3. When granted autonomy, teachers
choose to operate in ways that emulate the cultural characteristics of
high-performing organizations. PART TWO: Eight practices autonomous
teachers embrace which are indicative of the cultural characteristics of
high-performing organizations Chapter 4. Practice #1: Share purpose, which
always focuses on students as individuals, and use it as the basis of
decisions aimed at school improvement Chapter 5. Practice #2: Participate
in collaboration and leadership for the good of the whole school, not just
a classroom. Chapter 6. Practice #3: Encourage colleagues and students to
be active, ongoing learners in an effort to everyone's engagement and
motivation Chapter 7. Practice #4: Develop or adopt learning programs that
individualize student learning Chapter 8. Practice #5: Address social and
discipline problems as part of student learning Chapter 9. Practice #6:
Broaden the definition and scope of student achievement and assessment
Chapter 10. Practice #7: Encourage teacher improvement using 360-degree,
peer- and self-evaluation methods as well as peer coaching and mentoring
Chapter 11. Practice #8: Make budget trade-offs to meet the needs of
students they serve PART THREE:Implementation strategies for those who
want to support teacher autonomy Chapter 12. It's time to trust teachers.
Appendixes Notes Bibliography About the Authors
teachers with school success? Introduction. To get high performing schools,
maybe it's time to trust teachers. Chapter 2. Teacher Autonomy: what it is,
who has it, and how it's secured Chapter 3. When granted autonomy, teachers
choose to operate in ways that emulate the cultural characteristics of
high-performing organizations. PART TWO: Eight practices autonomous
teachers embrace which are indicative of the cultural characteristics of
high-performing organizations Chapter 4. Practice #1: Share purpose, which
always focuses on students as individuals, and use it as the basis of
decisions aimed at school improvement Chapter 5. Practice #2: Participate
in collaboration and leadership for the good of the whole school, not just
a classroom. Chapter 6. Practice #3: Encourage colleagues and students to
be active, ongoing learners in an effort to everyone's engagement and
motivation Chapter 7. Practice #4: Develop or adopt learning programs that
individualize student learning Chapter 8. Practice #5: Address social and
discipline problems as part of student learning Chapter 9. Practice #6:
Broaden the definition and scope of student achievement and assessment
Chapter 10. Practice #7: Encourage teacher improvement using 360-degree,
peer- and self-evaluation methods as well as peer coaching and mentoring
Chapter 11. Practice #8: Make budget trade-offs to meet the needs of
students they serve PART THREE:Implementation strategies for those who
want to support teacher autonomy Chapter 12. It's time to trust teachers.
Appendixes Notes Bibliography About the Authors
Contents Acknowledgements Preface PART ONE: What would happen if we trusted
teachers with school success? Introduction. To get high performing schools,
maybe it's time to trust teachers. Chapter 2. Teacher Autonomy: what it is,
who has it, and how it's secured Chapter 3. When granted autonomy, teachers
choose to operate in ways that emulate the cultural characteristics of
high-performing organizations. PART TWO: Eight practices autonomous
teachers embrace which are indicative of the cultural characteristics of
high-performing organizations Chapter 4. Practice #1: Share purpose, which
always focuses on students as individuals, and use it as the basis of
decisions aimed at school improvement Chapter 5. Practice #2: Participate
in collaboration and leadership for the good of the whole school, not just
a classroom. Chapter 6. Practice #3: Encourage colleagues and students to
be active, ongoing learners in an effort to everyone's engagement and
motivation Chapter 7. Practice #4: Develop or adopt learning programs that
individualize student learning Chapter 8. Practice #5: Address social and
discipline problems as part of student learning Chapter 9. Practice #6:
Broaden the definition and scope of student achievement and assessment
Chapter 10. Practice #7: Encourage teacher improvement using 360-degree,
peer- and self-evaluation methods as well as peer coaching and mentoring
Chapter 11. Practice #8: Make budget trade-offs to meet the needs of
students they serve PART THREE:Implementation strategies for those who
want to support teacher autonomy Chapter 12. It's time to trust teachers.
Appendixes Notes Bibliography About the Authors
teachers with school success? Introduction. To get high performing schools,
maybe it's time to trust teachers. Chapter 2. Teacher Autonomy: what it is,
who has it, and how it's secured Chapter 3. When granted autonomy, teachers
choose to operate in ways that emulate the cultural characteristics of
high-performing organizations. PART TWO: Eight practices autonomous
teachers embrace which are indicative of the cultural characteristics of
high-performing organizations Chapter 4. Practice #1: Share purpose, which
always focuses on students as individuals, and use it as the basis of
decisions aimed at school improvement Chapter 5. Practice #2: Participate
in collaboration and leadership for the good of the whole school, not just
a classroom. Chapter 6. Practice #3: Encourage colleagues and students to
be active, ongoing learners in an effort to everyone's engagement and
motivation Chapter 7. Practice #4: Develop or adopt learning programs that
individualize student learning Chapter 8. Practice #5: Address social and
discipline problems as part of student learning Chapter 9. Practice #6:
Broaden the definition and scope of student achievement and assessment
Chapter 10. Practice #7: Encourage teacher improvement using 360-degree,
peer- and self-evaluation methods as well as peer coaching and mentoring
Chapter 11. Practice #8: Make budget trade-offs to meet the needs of
students they serve PART THREE:Implementation strategies for those who
want to support teacher autonomy Chapter 12. It's time to trust teachers.
Appendixes Notes Bibliography About the Authors