LEADER 05293nam 2200625 a 450 001 9910480480603321 005 20170822113508.0 010 $a1-4522-8388-5 010 $a1-4522-6977-7 010 $a1-4833-8766-6 035 $a(CKB)3710000000333655 035 $a(EBL)1109181 035 $a(OCoLC)875679660 035 $a(SSID)ssj0001400516 035 $a(PQKBManifestationID)12610559 035 $a(PQKBTitleCode)TC0001400516 035 $a(PQKBWorkID)11344157 035 $a(PQKB)10140020 035 $a(MiAaPQ)EBC1109181 035 $a(StDuBDS)EDZ0000989168 035 $a(EXLCZ)993710000000333655 100 $a20141202d2012 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching matters most$b[electronic resource] $ea school leader's guide to improving classroom instruction /$fThomas M. McCann, Alan C. Jones, Gail Aronoff ; foreword by Deborah Meier 210 $aThousand Oaks, Calif. $cCorwin/Learning Forward$dc2012 215 $a1 online resource (209 p.) 300 $aDescription based upon print version of record. 311 $a1-4522-0510-8 320 $aIncludes bibliographical references and index. 327 $aTeaching Matters Most--Front Cover; Teaching Matters Most; Contents; Foreword; Preface: Lessons Learned From Experience; A "NEW" TAKE IN SCHOOL IMPROVEMENT; CENTRAL THEME; ORGANIZATION OF THE BOOK; WHAT MAKES THIS BOOK DISTINCTIVE; Acknowledgments; About the Authors; 1. What are common practices in schools?; WHAT WE FOUND IN CLASSROOMS; TRUTHS HIDDEN IN PLAIN VIEW; TRANSFORMING ACCOUNTABILITY; NEW DIRECTION; ARE THERE "BEST PRACTICES" IN TEACHING?; BRINGING BEST PRACTICES TO SCALE; ARE SOME PRACTICES BETTER THAN OTHERS?; THE POVERTY OF PRESCRIBING BEST PRACTICES; SUMMARY 327 $aQUESTIONS FOR DISCUSSION AND REFLECTIONACTION STEPS FOR GETTING STARTED; 2. What distinguishes quality teaching?; THREE CLASSROOMS, THREE PRACTITIONERS; A SIMPLE TRUTH HIDDEN IN PLAIN VIEW; High-Quality Teaching and Satisfactory Teaching; DISJOINTED TEACHING; WHY TEACHERS ARE FRUSTRATED; WHAT IS QUALITY TEACHING?; OBSERVING HIGH-QUALITY TEACHING; 1. Are the observed teaching behaviors appropriate for the objectives and the types of students in the classroom?; 2. How did the teacher demonstrate to assist students with understanding and applying knowledge? 327 $a3. How did the teacher demonstrate clarity of instruction?4. How did the teacher demonstrate knowledge of subject matter?; 5. How did the teacher create a caring classroom?; INSTRUCTIONAL SYSTEMS; THE ROAD LESS TRAVELED; SUMMARY; QUESTIONS FOR DISCUSSION AND REFLECTION; ACTION STEPS FOR GETTING STARTED; 3. How do we learn about the quality of our teaching?; HOW TO MAKE THE CASE FOR AN EMPHASIS ON TEACHER QUALITY; THREE LEADERSHIP REQUIREMENTS; DEFINING QUALITY TEACHING; HOW TO ENGAGE SCHOOL PERSONNEL IN DEVISING A VISION OF QUALITY INSTRUCTION; SOME RUDIMENTS OF QUALITY TEACHING 327 $aTHE IMPORTANCE OF CURRICULUM COHERENCELEARNING FROM STUDENTS; What Students Say They Want in Their Classes; THE CURRENT STATE OF TEACHING IN YOUR SCHOOL; HOW TO EVALUATE THE QUALITY OF TEACHING IN YOUR SCHOOL; SUMMARY; QUESTIONS FOR DISCUSSION AND REFLECTION; ACTION STEPS FOR ASSESSING THE STATE OF TEACHING; 4. What should induction and mentoring look like?; BASIC COMPONENTS OF A TEACHER MENTOR PROGRAM; FACING CRITICAL JUNCTURES TOGETHER; Learning From Good Experienced Teachers; The Power of Collaboration; Mentoring as a Team Effort; PLANNING FOR NEW TEACHERS' SUCCESS; SUMMARY 327 $aQUESTIONS FOR DISCUSSION AND REFLECTIONACTION STEPS FOR INDUCTION AND MENTORING; 5. What should professional development look like?; WHAT WE KNOW ABOUT PROFESSIONAL DEVELOPMENT; THE DISREGARDED TRUTHS OF PROFESSIONALDEVELOPMENT; Two Architectures of Learning; THE COMPONENTS OF A PROFESSIONAL LEARNING CULTURE; Instructional Worldview; Method of Inquiry; Organizational Capacity; Training Regimes; The Process of Adult Learning; BUILDING BLOCKS OF PROFESSIONAL LEARNING; Trust; Direction; Documentation; Reflection; LEADING PROFESSIONAL LEARNING COMMUNITIES; SUMMARY 327 $aQUESTIONS FOR DISCUSSION AND REFLECTION 330 8 $aSaying 'teaching matters most' is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy - in fact, it's messy. If we want to change how students write, compute, and think, then teachers must change how they teach. They must transform the old 'assign-and-assess' model into engaging, compassionate, coherent, and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives, and interruptions. 606 $aTeachers$xIn-service training 606 $aSchool improvement programs 608 $aElectronic books. 615 0$aTeachers$xIn-service training. 615 0$aSchool improvement programs. 676 $a371.102 700 $aMcCann$b Thomas M$01040615 701 $aJones$b Alan C$c(Associate professor)$01040616 701 $aAronoff$b Gail A$01040617 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480480603321 996 $aTeaching matters most$92463620 997 $aUNINA