Produktbild: The Distance Learning Playbook for School Leaders
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The Distance Learning Playbook for School Leaders Leading for Engagement and Impact in Any Setting

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Beschreibung

Produktdetails

ISBN

978-1-07-183984-3

Erscheinungsdatum

21.12.2020

Einband

Taschenbuch

Verlag

Sage Publications

Seitenzahl

152

Maße (L/B/H)

27,9/19,1/2 cm

Gewicht

310 g

Sprache

Englisch

Beschreibung

Rezension

Research has highlighted the role of instructional leadership on teacher efficacy and effectiveness. Strong, positive instructional leadership has a significant impact on both teaching and learning in our brick and mortar classrooms. Furthermore, teaching and learning at a distance is no exception. Fisher, Frey, Smith, and Hattie have provided a practical, user-friendly playbook that supports school leaders as they strive to leverage their leadership skills in what is called the new normal.  But my main take-away from this playbook is that the ideas within these pages will enhance instructional leadership well beyond distance learning and allow school leaders to extend the reach of their impact to any setting at any time. This playbook will enhance leading for engagement and impact for years to come. 

John Almarode, Associate Professor and Executive Director of Teaching and Learning College of Education, James Madison University, Waynesboro, VA

Produktdetails

ISBN

978-1-07-183984-3

Erscheinungsdatum

21.12.2020

Einband

Taschenbuch

Verlag

Sage Publications

Seitenzahl

152

Maße (L/B/H)

27,9/19,1/2 cm

Gewicht

310 g

Sprache

Englisch

EU-Ansprechpartner

Zeitfracht Medien GmbH
Ferdinand-Jühlke-Straße 7
99095 Erfurt
DE

Herstelleradresse

SAGE Publications
1 Oliver's Yard 55 City Road
EC1Y 1SP London
GB

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  • Produktbild: The Distance Learning Playbook for School Leaders
  • Introduction
    Chapter 1. School Climate at a Distance
    Take Care of Yourself
    Take Care of Your Colleagues
    Leader Credibility
    Instructional Leadership Teams
    Stakeholder Advisory Groups
    Virtual Visibility
    The Feel of School
    Chapter 2. Professional Learning at a Distance
    Learning Beliefs at a Distance
    Collaborative Inquiry Cycles
    Input Training
    Safe Practice
    Virtual Learning Walks
    Microteaching in Distance Learning
    Personalized Professional Learning
    Social Presence
    Parent Education and Support
    Chapter 3. Instructional Leadership at a Distance
    Revisit School Goals in Light of Distance Learning
    Align Goals to Expectations
    Clarify Teacher Expectations
    Ensure Culturally Sustaining Pedagogies
    Use a Distance Learning Instructional Framework
    Demonstrating in Distance Learning
    Collaborating in Distance Learning
    Coaching and Facilitating in Distance Learning
    Practicing in Distance Learning
    Chapter 4. Mindframes for Leaders From a Distance
    I am an evaluator of my impact on teacher and student learning.
    I see assessment as informing my impact and next steps.
    I collaborate with my peers and my teachers about my conceptions of progress and my impact.
    I am a change agent and I believe all teachers and students can improve.
    I strive for challenge rather than merely doing my best.
    I give and help students and teachers understand feedback and I interpret and act on feedback given to me.
    I engage as much in dialogue as in monologue.
    I explicitly inform teachers and students what successful impact looks like from the outset.
    I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.
    I focus on learning and the language of learning.
    References
    Index
    About the Authors