ERIC Number: ED568768
Record Type: Non-Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Reference Count: N/A
Meeting Wise: Making the Most of Collaborative Time for Educators
Boudett, Kathryn Parker; City, Elizabeth A.
Harvard Education Press
This book, by two editors of "Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning," attempts to bring about a fundamental shift in how educators think about the meetings we attend. They make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is the key to increasing student achievement. In "Meeting Wise," the authors show why meeting planning is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning "checklist" to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on "wise facilitating" and "wise participating," and also include "top tips" and common dilemmas. Simple, succinct, and practical, "Meeting Wise" is designed to be read and applied at every level of the educational enterprise: district leadership meetings with central office staff, charter-school management summits, principals' meetings with teachers, professional development sessions, teacher-team meetings, and even teachers' meetings with parents and students.
Descriptors: Teacher Attitudes, Meetings, Teacher Collaboration, Educational Planning, Check Lists, Guidelines, Central Office Administrators, Charter Schools, Teacher Administrator Relationship, Principals, Professional Development, Parent Teacher Conferences
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: firstname.lastname@example.org; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: Harvard University, Graduate School of Education