Description
Book SynopsisA laser-beam focus on improving instruction to improve learning
Saying teaching matters most is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easyin 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.
Unlike other books that stop at evaluating teachers and instruction, this work demonstrates how to grow schools' instructional capacities with a three-step process that involves:
- Envisioning what good teaching looks like
- Measuring the quality of current instruction against this standard
- Working relentlessly to move the quality of instruction closer and closer to the id
Trade Review
"A comprehensive book that provides site administrators not only the opportunity to reflect on their own practices but challenges them to reconsider the daily operations of their schools. The recommendations meld theory and practice together in an administrator-friendly way." -- Sammie Cervantez, Principal
"This is a good book principals can use for faculty book study. It will lead to authentic dialogue about good teaching: how to get to it and how to maintain it." -- Patricia Long Tucker, Superintendent
"This is an excellent book for administrators to build a focused, long-term solution to improve what happens in every classroom on a daily basis." -- Kathy Tritz-Rhodes, Elementary Principal
"A major strength of this book is how it identifies and puts in one place the key elements needed to improve student learning." -- Dr. Laurie Emery, Principal
"I recommend this book for new principals and superintendents in induction programs. The content will inspire thoughtful discussions and lead to effective action plans." -- Dr. Gayle Wahlin, Director of Leadership Services
"In Teaching Matters Most, the authors remind us that to provide students with the highest quality of education, we must refocus on defining the quality of instruction in the classroom and building support systems for the teachers providing that instruction." -- Matthew Haug, Principal
"I am grateful to, and appreciative of, the authors of Teaching Matters Most for their efforts to improve student learning through the examination of classroom instruction. The authors offer practical and useful strategies that allow teachers to review their practices through frequent reflections. The book guides staff through activities that focus on their instructional practices for maximum student learning. I believe that study of this book can be a continuous professional development activity for teachers and school leadership teams." -- James Pluskota, Principal
Table of Contents
Foreword by Deborah Meier 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 2. What distinguishes quality teaching? Three Classrooms, Three Practitioners A Simple Truth Hidden in Plain View Disjointed Teaching Why Teachers Are Frustrated What Is Quality Teaching? Observing High-Quality Teaching Instructional Systems The Road Less Traveled 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 The Importance of Curriculum Coherence Learning From Students The Current State of Teaching in Your School How to Evaluate the Quality of Teaching in Your School 4. What should induction and mentoring look like? Basic Components of a Teacher Mentor Program Facing Critical Junctures Together Planning for New Teachers’ Success 5. What should professional development look like? What We Know About Professional Development The Disregarded Truths of Professional Development The Components of a Professional Learning Culture Building Blocks of Professional Learning Leading Professional Learning Communities 6. How can teacher evaluaiton become more meaningful? “Drive-By” Teacher Evaluation “Absentee Landords” Lists and Rubrics Abound 7. How can we sustain a culture of exceptional instruction? Ten Actions to Sustain High-Quality Teaching Systems in Place Sanctity of the Classroom Envisioning Quality Teaching Right People in Right Places Balanced Leadership Clear and Timely Communication Standards for Professional Conduct Collaboration Reflection and Continuous Improvement Ongoing Professional Dialogues 8. How do we face our leadership challenges? Suppressing Distraction Building Principal’s Knowledge Building Trust Influencing Resistant Teachers Coping With the Pace Final Thoughts Resources A. How Can You Spot a Really Good Teacher? B. Framework for Observing Classes C. Student Forum Questions D. Teacher Interview Questions References Index
