000			02609nam a22002177a 4500
005			20260728174012.0
008			260728b |||||||| |||| 00| 0 eng d
020			_a9788132116073
082			_a370.711 MCC
100			_aMcCann,Thomas M.
245			_aTeaching Matters Most _b: A School Leader's Guide to Improving Classroom Instruction _c/Thomas M.McCann;Alan C.Jones and Gail A. Aronoff
260			_aNew Delhi _b:SAGE AdvantEDGE _c,205
300			_axx,181 _c;22 cm.
520			_aA laser-beam focus on improving instruction to improve learning. Saying “teaching matters most” is easy and seems obvious. Making it the top priority for school leaders and staff is not so easy—in fact, it’s messy. If schools are to change how students write, compute and think, then teachers must change how they teach. They must transform the old “assign-and-assess” model into engaging, compassionate, coherent and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives and interruptions. Unlike other books that stop at evaluating teachers and instruction, this work demonstrates how to grow schools’ instructional capacities with a three-step process that involves: Envisioning what good teaching looks like Measuring the quality of current instruction against this standard Working relentlessly to move the quality of instruction closer and closer to the ideal The authors provide helpful guidance on issues such as hiring, induction, professional development, mentoring and teacher evaluation. Each chapter offers specific action steps toward building the blueprint for improvement. Also included are frameworks for completing instructional audits in schools and probes, instruments and protocols for measuring and tracking the quality of instruction. Leaders will find excellent guidance for spearheading and sustaining a focused and aligned effort to improve the quality of teaching to impact all learners. Table of Contents: Foreword by Deborah Meier Preface: Lessons Learned From Experience What are common practices in schools? What distinguishes quality teaching? How do we learn about the quality of our teaching? What should induction and mentoring look like? What should professional development look like? How can teacher evaluation become more meaningful? How can we sustain a culture of exceptional instruction? How do we face our leadership challenges
650			_aSocial Science
650			_aEducation
650			_aClassroom Instruction
700			_aAlan C. Jones
700			_aGail A. Aronoff
942			_cVC OFFICE
999			_c70572 _d70572