This text explains how formative assessment, when applied properly, helps to create a structured and rigorous learning environment that increases student achievement.

This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.

In a follow-up to his earlier book, Developmental Supervision, distinguished educator and author Carl D. Glickman provides instructional leaders--supervisors, principals, and teachers--with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses *Structures of classroom assistance--clinical supervision, peer coaching, critical friends, and action research groups; *Formats for observations--frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and *Approaches to working directly with teachers--directive, collaborative, and nondirective. Scenarios that describe interactions with teachers of diverse backgrounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachers. In addition to forms and examples that readers can duplicate or adapt to their own situation, the book includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity. Leadership for Learning goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. Drawing on his years of experience in working with schools in varied settings, Glickman offers both advice and inspiration to instructional leaders who strive toward the ultimate goal of providing the best possible classroom experience for every student.

Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues’ professional knowledge and practices and are supported by school and system leaders, unions and government. The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work. This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers’ Federation) can radically, and positively, transform teachers’ knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.

Drago-Severson presents case studies and examines strategies that help shape a school climate of teacher support, growth, and learning.

In this revised edition, Carl Glickman and coauthor Rebecca West Burns synthesize their decades of experience in teacher education and supervision into a comprehensive guide to supporting teacher growth and student learning. Embedded in every page are the essential knowledge, skills, approaches, and methods that leaders need to drive instructional improvement. Official school leaders and classroom teachers striving to be the best will learn how to put the school's goals and priorities into practice by * Selecting the right structure for differentiating teacher professional learning to improve outcomes for students; * Implementing the technical and procedural skills needed to support teacher learning while observing, assessing, and evaluating instruction; * Identifying appropriate relational skills for communicating and working with teachers; * Applying the best interpersonal approach to stretch each teacher based on their own developmental level; * Making the most of teachable moments with immediate response skills; and * Understanding how to support teachers' social-emotional wellness as an essential component of improving practice. In addition, each chapter provides detailed scenarios and case studies that illustrate exceptional leadership, and the Appendixes offer connections to dozens of promising practices. We are in a new era of teaching and learning, and a new kind of leader is needed to guide successful and extraordinary schools. Leadership for Learning: How to Bring Out the Best in Every Teacher gives preK–12 leaders the powerful tools they need to ensure that competent, caring, qualified professionals who want to improve teaching and learning are in every classroom.

In Teacher Leadership, Lieberman and Miller discuss current changes in the teacher's role, and make sense of the research on teacher leadership. They offer case studies of innovative programs - such as the National Writing Project - that provide teachers with opportunities to lead within a professional community. In addition, they tell stories of individual teachers - from Maine to California - who are able to lead in a variety of contexts. Teacher Leadership offers a new standard of teaching and community that recognizes all teachers as leaders. It shows how to develop learning communities that include rather than exclude, create knowledge rather than merely apply it, and that offer challenge and support to both new and experienced teachers. This book is a volume in the Jossey-Bass Leadership Library in Education - a series designed to meet the demand for new ideas and insights about leadership in schools.