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A Teacher's Guide for Getting Serious About the System.
It may take a village to raise a child, but it takes a community of educators to improve a school--a community that includes administrators and teachers in different, but equally important, roles. A district's changes can only show results once their improvements reach the classroom. At the sam...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
[Place of publication not identified] :
Corwin, A SAGE Publications Company,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Cowan, D'ette. | |
| 245 | 1 | 2 | |a A Teacher's Guide for Getting Serious About the System. |
| 264 | 1 | |a [Place of publication not identified] : |b Corwin, A SAGE Publications Company, |c 2012. | |
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| 520 | |a It may take a village to raise a child, but it takes a community of educators to improve a school--a community that includes administrators and teachers in different, but equally important, roles. A district's changes can only show results once their improvements reach the classroom. At the same time, teachers need support from their districts to make their own changes have lasting impact. In this brief companion book to "Getting Serious About the System: a Fieldbook for District and School Leaders," you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system-wide. You'll also learn about: (1) The research behind the Working Systematically approach, which focuses on healthy organizational cultures, professional development, innovation, and accountability; (2) The goals of the approach, which include addressing components and competencies at all levels; and (3) a five-phase process for implementing a systemic improvement plan at the district, school, and classroom levels. Teachers don't need another "quick fix" that gives a temporary boost to school performance--they need comprehensive guidance for making meaningful change that will last. "Getting Serious About the System" enables educators at all levels to work together, share leadership, and create a culture that values collaboration, continuous learning, and professional respect and trust. The table of contents provided the following: (1) Phase I: Understanding Systemic Improvement; (2) Phase ii: Analyzing the System; (3) Phase iii: Planning Action; (4) Phase iv: Taking Action and Monitoring Progress; and (5) Phase v: Assessing and Reflecting on Outcomes. [For companion book, "Getting Serious about the System: a Fieldbook for District and School Leaders," see ed534358.] | ||
| 521 | |a Elementary Secondary Education. | ||
| 546 | |a English. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a FRONT COVER -- A TEACHER'S GUIDE FOR GETTING SERIOUS ABOUT THE SYSTEM -- CONTENTS -- PUBLISHER'S ACKNOWLEDGMENTS -- ABOUT THE AUTHORS -- INTRODUCTION TO SYSTEMIC IMPROVEMENT -- Systems Thinking -- Sedl's Working Systemically: A Process Grounded In Research -- Summary -- CHAPTER 1: THE WORKING SYSTEMICALLY APPROACH: LEVELS, COMPONENTS, AND COMPETENCIES -- Levels of the System -- National Level -- State Level -- Intermediate Agency Level -- District Level -- School Level -- Classroom Level -- Components of the System -- Standards -- Curriculum -- Instruction -- Assessment -- Resources -- Professional Staff -- Policy and Governance -- Family and Community -- Competencies for Working Systemically -- Creating Coherence -- Collecting, Interpreting, and Using Data -- Ensuring Continuous Professional Learning -- Building Relationships -- Responding to Changing Conditions -- The Working Systemically Approach in Action -- Working Systemically Phases -- CHAPTER 2: PHASE I: UNDERSTANDING SYSTEMIC IMPROVEMENT -- Study the Approach -- Collect and Analyze Preliminary Data -- Present the Approach at the School Level -- Commit to Systemic Improvement -- CHAPTER 3: PHASE II: ANALYZING THE SYSTEM -- Form the District and School Leadership Teams -- Begin the Comprehensive Needs Assessment -- Conduct a Gap Analysis -- Begin the Process at the School Level -- Formulate Problem Statements -- Describe the Ideal State -- Review System Initiatives -- Continue the Process at the School Level -- CHAPTER 4: PHASE III: PLANNING ACTION -- Investigate Research-Based Practices -- Explore the Professional Teaching and Learning Cycle (PTLC) -- Communicating Clear Expectations -- Building Capacity -- Monitoring and Reviewing -- Review Progress Made to Date and Existing Plan -- Develop a District Improvement Plan -- Formalize and Communicate the District Improvement Plan. | |
| 505 | 8 | |a Develop School Improvement Plans -- CHAPTER 5: PHASE IV: TAKING ACTION AND MONITORING PROGRESS -- Implement and Monitor the Improvement Plans -- Provide Continuing Leadership for the Improvement Work -- Address Unique Challenges as They Arise -- CHAPTER 6: PHASE V: ASSESSING AND REFLECTING ON OUTCOMES -- Analyze and Reflect on Evidence of Implementation and Impact -- Decide on a Focus for Continuing the Improvement Work -- Recognize Work, Progress, and Accomplishments -- GETTING SERIOUS ABOUT THE SYSTEM: WHAT IT TAKES -- APPENDIX I: SYSTEM EXAMINATION TOOL-STANDARDS -- APPENDIX II: LEADERSHIP SELF-ASSESSMENT -- APPENDIX III: RUBRIC FOR DETERMINING SYSTEM CAPACITY -- REFERENCES. | |
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