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Leadership for Teacher Learning : Creating a Culture Where All Teachers Improve So That All Students Succeed by Dylan Wiliam (2016, Book, Other)
Better World Books West (355836)
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About this product
Product Identifiers
PublisherLearning Sciences International
ISBN-101941112269
ISBN-139781941112267
eBay Product ID (ePID)221627619
Product Key Features
Number of Pages288 Pages
Publication NameLeadership for Teacher Learning : Creating a Culture Where All Teachers Improve So That All Students Succeed
LanguageEnglish
Publication Year2016
SubjectLeadership, General, Counseling / Academic Development
TypeNot Available
Subject AreaReference, Education
AuthorDylan Wiliam
FormatBook, Other
Dimensions
Item Length10 in
Item Width7 in
Additional Product Features
LCCN2015-946927
Dewey Edition23
IllustratedYes
Dewey Decimal371/.26
Intended AudienceScholarly & Professional
SynopsisLeading education authority Dylan Wiliam explains how formative assessment, when applied properly, helps to increase student achievement. He also presents compelling research about changes in classroom practice that are likely to increase learning, differentiated instruction, response to intervention, group leadership's role in ensuring productive collaboration, and integrating formative assessment into teacher evaluation., Effective leaders inspire growth and improved performance in those they lead. Today's students need teachers to prepare them to thrive, and teachers need leadership that encourages them to grow in their practice. This book explores the correlation between teacher quality and student achievement. K-12 leaders can implement formative assessments that create a structured and rigorous learning environment for student achievement. Dylan Wiliam presents compelling research to give readers a clear picture of: Changes in classroom practice that are likely to increase learning Differentiated instruction (DI) and response to intervention (RTI) Group leadership's role in ensuring productive collaboration Strategies to integrate formative assessment into teacher evaluation The author also discusses why efforts to change classroom practice have been relatively unsuccessful--and explores specific classroom tactics that do tend to raise student achievement. Contents: Acknowledgments About the Author Introduction Chapter 1: Why We Need to Raise Student Achievement, What's Been Tried, and Why It Hasn't Worked Chapter 2: Teacher Quality--Why It Matters, What It Is, and How to Get More of It Chapter 3: Learning From Research Chapter 4: Formative Assessment Chapter 5: Expertise, in Teaching and Elsewhere Chapter 6: Teacher Learning Chapter 7: Implementation Closing Thoughts References Index
LC Classification NumberLB1025.3.W47 2016
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