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Teachers Bringing Out the Best in Teachers: A Guide to Peer Consultation for Administrators and Teachers

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Overview

Through nearly 300 research-based teacher perspectives on informal, teacher-to-teacher collaboration, school leaders will learn how teachers can promote professional growth in each other.

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Editorial Reviews

Gwen Gross
"A great contribution to the field. Excellent examples of communication styles. The scenarios and short vignettes that demonstrate concepts are interesting and on point."
Edith Rusch
"This book definitely represents a new niche in instructional improvement, offering the integration of prior research, key literature, and strategies for implementation and action."
Psyc CRITIQUES: Contemporary Psychology
"School leaders can use this book as a tool to promote a culture that encourages professional growth and development. "
August 2007 Psyc CRITIQUES
"School leaders can use this book as a tool to promote a culture that encourages professional growth and development."
August 2007 PsycCRITIQUES
"School leaders can use this book as a tool to promote a culture that encourages professional growth and development."
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Product Details

  • ISBN-13: 9781412925969
  • Publisher: SAGE Publications
  • Publication date: 6/28/2006
  • Edition description: New Edition
  • Pages: 168
  • Product dimensions: 6.90 (w) x 9.80 (h) x 0.40 (d)

Meet the Author

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse.

Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006).

Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.

Joseph Blaseis a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

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Table of Contents

Foreword by Edith Rusch
Acknowledgments
About the Authors
Preface
1. Teachers Helping Teachers: The Case for Peer Consultation
Introduction
How Teachers Learn to Teach
The First Source of Teacher Help: Principals as Instructional Supervisors
The Second Source of Teacher Help: Lead Teachers and the Move Away From Top-Down Administrative Control
The Third Source of Teacher Help: Naturally-Occurring Informal Peer Consultation
Our Study of Peer Consultation Among Teachers
A Portrait of Peer Consultation
Questions to Consider
Suggested Reading for Further Learning
2. Peer Consultation Skill #1: Building Healthy Relationships by Communicating, Caring, and Developing Trust
Communication as the Key
Four Types of Peer Consultation
Peer Consultants’ Communication Style
Peer Consultants’ Caring
Peer Consultants’ Building Trust
Summary
Activities for Teachers and Administrators
Suggested Reading for Further Learning
3. Peer Consultation Skill #2: Using the Five Guiding Principles for Structuring Learning
Experiences
Teachers’ Knowledge Base
The Educational Productivity Research and the School Effects Research
From Knowledge to the Development of a Professional Learning Community
Peer Consultants’ Guiding Principles for Structuring Learning Experiences
Summary
Implications for Practice
Suggested Reading for Further Learning
4. Peer Consultation Skill #3: Planning and Organizing for Learning
Teachers’ Professional Development
Meta-Themes of Planning
Getting Organized for Instruction
Elements of Lesson Planning
Teacher Tips
The Dark Side of Planning and Organizing for Learning
Summary
Reminders and Questions
Suggested Reading for Further Reading
5. Peer Consultation Skill #4: Showing and Sharing
Showing: Three Kinds of Lessons
The Power of Learning by Observing: A Special Form of Showing
Sharing: A Bounty from Colleagues
Summary
Implications for Practice and Questions
Suggested Reading for Further Learning
6. Peer Consultation Skill #5: Guiding for Classroom Management
Nine Guiding Principles of Classroom Management
Setting Up and Maintaining Classroom Routines
Summary
Questions for Discussion Among Faculty and Administrators
Suggested Reading for Further Learning
7. Unleashing the Hidden Potential of Peer Consultation
Introduction
Capitalizing on the Power of Peer Consultation
An Element of Academic Leadership Revealed
Teachers Teaching Teachers: Peer Consultants at Their Best
How Peer Consultation Supports the Development of a Professional Learning Community
Semi-Formal Collaboration Among Teachers and Its Effects
Conclusion: The Challenge for Teachers, Administrators, and Professional Learning
Coordinators to Unleash and Sustain Peer Consultation
Resource: Research Methods and Procedures
References
Index

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