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Leading for Instructional Improvement


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Table of Contents

Foreword ix Acknowledgments xiii Introduction xvii The Authors xxvii About the Center for Educational Leadership xxix PART ONE Making the Case for Instructional Expertise 1 ONE The Leader?s Role in Developing Teacher Expertise 3 It Takes Expertise to Make Expertise 5 Building Shared Understanding 16 Conclusion 19 Discussion Questions 20 PART TWO Developing an Expert Instructional Eye 21 TWO The Five Dimensions of Teaching and Learning 23 Purpose 26 Student Engagement 29 Curriculum and Pedagogy 34 Assessment for Student Learning 37 Classroom Environment and Culture 41 Conclusion 46 Discussion Questions 46 THREE Applying the Five Dimensions of Teaching and Learning 47 Analysis 52 Conclusion 84 Discussion Questions 84 PART THREE Leading for Instructional Improvement 85 FOUR Observing Classroom Practice 87 Leadership Begins with Purpose 87 The Learning Walkthrough 89 The Goal-Setting and Implementation Walkthrough 106 The Supervisory Walkthrough 114 Conclusion 121 Discussion Question 122 FIVE Responding to Observations 123 Observations, Interpretations, and Feedback 125 Classroom Observations and Honest Conversations 129 The Development of Shared Vision: A District Case 134 Organizing Thinking: A Middle School Case 142 Conclusion 146 Discussion Questions 147 SIX Orchestrating Professional Learning 149 Leaders as Conductors 151 Orchestrating Professional Learning 173 Conclusion 186 Discussion Questions 187 SEVEN Coaching to Improve Practice 189 What Is Coaching? 190 Why Does Coaching Matter? 191 Modes of Coaching 192 Peer Coaching and Mentoring 193 Cognitive Coaching 194 Instructional Coaching and Content Coaching 197 Expertise in Content Coaching 199 Research-Decide-Coach 205 Conclusion 217 Discussion Questions 217 PART FOUR Embracing New Opportunities for Leading and Learning 219 EIGHT The Leader?s Role in Improving Teacher Practice 221 Reciprocal Accountability 221 Leading with an Inquiry Stance 230 Conclusion 240 Discussion Questions 240 NINE A New Vision for Improving Learning for All 241 Discussion Questions 246 Appendix A: 5D Framework 247 Appendix B: Types of Classroom Observations 253 References 257 Index 263

About the Author

Stephen Finkis executive director of the Center for Educational Leadership and affiliate associate professor in the College of Education at the University of Washington, Seattle. Anneke Markholt is associate director of the Center for Educational Leadership and an affiliate faculty member at the University of Washington in the department of Educational Leadership and Policy Studies.

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