Making Learning Job-Embedded
Rowman & Littlefield (Verlag)
978-1-4758-3834-3 (ISBN)
Making Learning Job-Embedded: Cases from the Field of Instructional Leadership is a book for sitting principals, aspiring principals, and teacher leaders. This edited volume includes studies that describe and detail findings from dissertation research conducted by scholar-practitioners in preK-12 schools. These studies examined job-embedded professional learning—how teachers learned from their work, how they grew in their understandings of their work with students, and how they could learn from their interactions with others. Each chapter examines very specific aspects of professional learning that school leaders need to have understanding about to be able to create systems that support teachers in the work they do to teach students, interact with colleagues, participate in team meetings, and other aspects that constitute the work of being a teacher. Conclusions and recommendations are offered for school leaders to support an environment and culture that embraces job-embedded learning as an integral part of the school’s foundation for building capacity. The messages across the chapters point to the primacy of teacher engagement and the value of job-embedded learning.
Sally J. Zepeda is a professor at the University of Georgia in the Department of Lifelong Education, Administration, and Policy where she teaches courses about school leadership, professional learning, instructional supervision, and teacher evaluation. She has written 30 books and countless articles on school leadership, succession planning, and the work of school and district leaders to support the instructional program.
Preface
Acknowledgements
Introduction
Chapter 1: Getting to Job-embedded Learning—Sally J. Zepeda
Chapter 2: Understanding the Job-Embedded Learning Experiences of Middle School Teachers —Brandi Wade Worsham
Chapter 3: Creating Coherence between Teacher Evaluation and Ongoing Teacher Learning by Engaging in Collegial Goal Groups —Jen Cole
Chapter 4: The Impact of Incoherent Professional Learning during Standards-Based Reform—Michael P. Cassidy
Chapter 5: Professional Development: Using Appreciative Inquiry to Understand the Perspectives of High School Mathematics Teachers—James M. Meneguzzo
Chapter 6: Lessons Learned about Job-embedded Learning—Sally J. Zepeda
About the Editor
Chapter Author Biographies
| Erscheinungsdatum | 14.08.2018 |
|---|---|
| Reihe/Serie | Bridging Theory and Practice |
| Mitarbeit |
Herausgeber (Serie): Jeffrey Glanz |
| Zusatzinfo | 2 BW Illustrations, 4 Tables |
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 153 x 225 mm |
| Gewicht | 200 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| ISBN-10 | 1-4758-3834-4 / 1475838344 |
| ISBN-13 | 978-1-4758-3834-3 / 9781475838343 |
| Zustand | Neuware |
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