ERIC Number: ED469944
Record Type: RIE
Publication Date: 2002
Isolation Is the Enemy of Improvement: Instructional Leadership To Support Standards-Based Practice.
This book is designed to help school leaders critically examine what they should expect from students, how they will know when students have achieved those expectations, and how to design and implement instruction to ensure that every student achieves agreed-upon goals. It asserts that leaders are first and foremost teachers. Chapter 1, "Teaching to High Standards: Understanding What Teachers Need to Know and Be Able to Do," reviews the instructional demands of standards based reform, detailing specific teacher knowledge and skills critical to ensuring that all students achieve to high standards. Chapter 2, "Identifying Teacher Skills in Practice," presents two classroom vignettes illustrating the teaching behaviors described in the previous chapter. Chapter 3, "The Work of Instructional Leadership: Supporting Teachers to Build and Sustain Critical Skills," discusses the kinds of learning opportunities teachers need to build and sustain critical skills, offering examples of how instructional leaders can provide such opportunities by creating new structures for teacher learning and using familiar structures more effectively. Chapter 4, "Leaders as Teachers: Leaders as Learners," identifies potential challenges as instructional leaders take on greater responsibility for focusing on, exploring, and influencing classroom practice. An appendix presents tools for fostering and assessing instructional skills. (Contains 23 references.) (SM)
Descriptors: Academic Achievement, Academic Standards, Elementary Secondary Education, Faculty Development, Instructional Leadership, Teacher Collaboration, Teacher Competencies, Teaching Skills
WestEd, 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 415-565-3000; Tel: 877-4-WestEd (Toll Free); Web site: http://www.WestEd.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: WestEd, San Francisco, CA.
Grant or Contract Numbers: N/A