By Michael A. Copeland, Michael S. Knapp
What sort of management makes studying attainable for all scholars? How can institution leaders support academics elevate their wisdom and increase their tutorial skills? What activities should still leaders take to make sure that studying happens? In Connecting management with studying: A Framework for mirrored image, making plans, and motion, Michael A. Copland and Michael S. Knapp supply academic leaders a brand new option to solution those questions and locate options excellent for his or her specific tuition environment.Copland and Knapp assert that a ways too many academic leaders are suffering from outmoded curricula, calls for that don t align with their institution or district ambitions, conferences which are excessive on proceedings yet low on suggestions. rather than prescribing a linear or inflexible strategy, the authors inspire educators to be attentive and music into their management activities by utilizing the best for studying Framework. The framework presents diversified vantage issues to assist leaders think of their strengths and weaknesses, plan for development, and take activities to foster studying for college students, academics and pros, and college and district leaders. The best for studying Framework will empower leaders to set up a spotlight on equitable studying construct specialist groups have interaction groups and exterior partnerships Act strategically and percentage management Create coherence of their management activities The e-book comprises prolonged case experiences, descriptions of 23 diversified management "pathways," and plenty of examples from colleges and districts that express the major for studying Framework in motion. there is not any magic formulation for excellent university management, yet Copland and Knapp finish that magic can occur whilst leaders reframe their efforts to concentration extra truly on studying.
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Extra resources for Connecting Leadership With Learning: A Framework for Reflection, Planning, and Action
All teachers and the principal participated in developing performance benchmarks; creating, administering, and scoring assessments; and examining results. • Small group action research projects. Grade-level teams developed focused research questions quasi-independently from other groups, took their own unique approaches to pursuing those questions through mini-experiments and reflective processes, then reported back to colleagues. • Individual reﬂection with small group support. Teachers voluntarily met twice a month in support groups for critical reflection on their own practices, with an emphasis on exploring the values and beliefs that supported them (Stokes, 2001).
In addition, they can promote other measures that offer a more balanced picture of student accomplishments, thereby counteracting potential inequities in standardized assessment systems, as in this high school. The school shifted its entire assessment program to focus on providing meaningful feedback to students and teachers. In addition to the annual standardized assessments, this school organized a schoolwide external examination system for student projects and portfolios. , experts in the field, members of the local school board, members of the local business, and cultural community) who then provide feedback about their work verbally and in writing.
How do students and teacher relate to each other? How well do they know and understand each other? What are learners bringing to the interaction? articulating broad visions for how the schools serve students and addressing the daily details of school operations. Leadership theories and activities have long focused on the immediate support and supervision of instruction to improve student learning. We conceive of leadership more along the lines of what is generally referred to by various scholars as “instructional leadership” (Glickman, 2002; Leithwood & Duke, 1999; Murphy, 1988; Smith & Andrews, 1989).