Leadership for Learning: How to Bring Out the Best in Every Teacher

by Carl Glickman, Rebecca West Burns

Overview

In this revised edition, Carl Glickman and coauthor Rebecca West Burns synthesize their decades of experience in teacher education and supervision into a comprehensive guide to supporting teacher growth and student learning. Embedded in every page are the essential knowledge, skills, approaches, and methods that leaders need to drive instructional improvement.

Official school leaders and classroom teachers striving to be the best will learn how to put the school's goals and priorities into practice by

* Selecting the right structure for differentiating teacher professional learning to improve outcomes for students;
* Implementing the technical and procedural skills needed to support teacher learning while observing, assessing, and evaluating instruction;
* Identifying appropriate relational skills for communicating and working with teachers;
* Applying the best interpersonal approach to stretch each teacher based on their own developmental level;
* Making the most of teachable moments with immediate response skills; and
* Understanding how to support teachers' social-emotional wellness as an essential component of improving practice.

In addition, each chapter provides detailed scenarios and case studies that illustrate exceptional leadership, and the Appendixes offer connections to dozens of promising practices.

We are in a new era of teaching and learning, and a new kind of leader is needed to guide successful and extraordinary schools. Leadership for Learning: How to Bring Out the Best in Every Teacher gives preK–12 leaders the powerful tools they need to ensure that competent, caring, qualified professionals who want to improve teaching and learning are in every classroom.

Product Details

ISBN-13:	9781416629238
Publisher:	ASCD
Publication date:	08/03/2020
Edition description:	2nd ed.
Pages:	144
Product dimensions:	6.90(w) x 9.80(h) x 0.40(d)

About the Author

Carl Glickman is professor emeritus of education at the University of Georgia. He is the author of the best-selling ASCD books Leadership for Learning: How to Help Teachers Succeed and Developmental Supervision. Overall, he has written 13 books, three of which were recognized by national education organizations as outstanding education books of the year. His supervision text, coauthored with Gordon and Ross-Gordon, is in its 10th edition and continues to be the leading text in the field. Glickman, once active in ASCD, has keynoted to audiences in the thousands at various conferences, including five major presentations, and served as a featured general assembly presenter.

Rebecca West Burns is an associate professor in the College of Education at the University of South Florida, where she studies supervision, clinically based teacher education, and school-university partnerships. Recently, she was awarded the Shirley S. Schwartz Urban Education Impact Award from the Council of the Great City Schools. She is known for her research and practical applications of verbal and nonverbal supervisory behaviors, practices, and pedagogical skills that promote individual teacher growth. She has published more than 30 journal articles and book chapters and is frequently invited to speak to state, regional, and national audiences. She is the coeditor of the recently published book Clinically-Based Teacher Education in Action: Cases from Professional Development Schools and has three other books under contract. Burns has held leadership roles in several national organizations, such as the Council of Professors of Instructional Supervision, the National Association for Professional Development Schools, the American Educational Research Association Supervision and Instructional Leadership Special Interest Group and the Professional Development School Research Special Interest Group, and the Association of Teacher Educators.

Table of Contents

Prologue ix

Acknowledgments xi

1 Looking at Classroom Teaching and Learning 1

2 Structures for Professional Learning 8

3 Observing, Assessing, and Evaluating Instruction: Technical and Procedural Skills for Leaders 34

4 Talking With Teachers: Interpersonal Skills for Leaders 57

5 Differentiating Your Approach to Meet Teachers' Developmental Needs 85

6 Immediate Response Skills: Making the Most of Teachable Moments 106

7 Social-Emotional Wellness and the Drive to Improve Practice in a Bewildering Time 120

Appendix A Resources 129

Appendix B Modified Consultancy Protocol 131

Bibliography 133

Index 137

About the Authors 141

What People are Saying About This

From the Publisher

True school transformation happens when we move beyond the idea of a "super principal" as instructional leader to a school full of instructional leaders aligned around a common vision and working together to solve problems that will lead to improved outcomes for all students. Carl Glickman and Rebecca West Burns capture the importance of collaboration, job-embedded professional learning, and observation and feedback as levers for improving professional practice across a school. I recommend this book for all aspiring and current principals, assistant principals, teachers, and teacher leaders who want to create schoolwide ownership of teaching and learning in order to drive sustained success for students and entire school communities.
—Tricia McManus, deputy superintendent, Winston-Salem/Forsyth County Schools, Winston-Salem, NC; former assistant superintendent of professional development, leadership, and school transformation, Hillsborough County Public Schools, Tampa, FL

Supervision and mentoring have long been a one-way street where mentors inform their mentees about their observations and put forth suggestions for improvement. This book reintroduces the importance of mutual learning and reflection. It brings to the forefront a wide variety of formats to accomplish professional growth. I believe this book should be in the hands of every program that provides supervision and support for educators at all stages of the profession.
—Michael Cosenza, EdD, president, National Association for Professional Development Schools; director, professional development schools for California Lutheran University

An excellent book! It’s a practical and comprehensive guide for supervisory practices and interactional skills, including the often-overlooked social-emotional support for teachers. Helps leaders reinvent classroom learning opportunities for teachers and students. Should be required reading for all teachers and leaders in the school community to help those around them be the best leaders of learning they can be.
—Faye Snodgress, executive director, Kappa Delta Pi, Indianapolis, IN

Glickman and Burns provide numerous detailed and complementary approaches for working with and among teachers to make classroom learning interesting and meaningful. This enjoyable, collegial, and reflective book is of value to all who help teachers succeed.
—Renée Clift, professor, University of Arizona; 2015 recipient of the Hans Olsen Distinguished Teacher Educator Award

I loved the examples woven throughout. Leadership for Learning: How to Bring Out the Best in Every Teacher is a must-have for anyone interested in supporting teacher and educational leaders' learning. The pages within the book help us think differently about improving teaching and learning, share powerful professional learning structures, and provide insights into how to differentiate teacher professional learning to improve outcomes for students.
—Diane Yendol-Hoppey, PhD, dean, College of Education and Human Services, University of North Florida

You won't want to miss this book! It has something for all of us teachers striving to be intentional, relevant, and emerging leaders.
—Danielle Dee Biggs, teacher, Veterans Elementary School, Wesley Chapel, FL

I give thanks for this book. It's a real-life teacher brain on paper!
—Megan Smith, teacher, New River Elementary School, Wesley Chapel, FL

This is an incredible book. A rarely written initiative to give voice, purpose, and power to the teachers, leaders, and teacher leaders in every academic building. It unveils the under-spoken truth of teachers and exposes the power that lies within in becoming better at our craft. Think about any professional development we as teachers might need (co-teaching, peer coaching, mentoring, pre-service work, inquiry based work, etc.). This book has it all!
—Madison Johnson, teacher, Veteran's School, Wesley Chapel, FL

I really loved this book. This text provides access to a variety of research and practical strategies for professional growth. It's a resource I will keep close at hand.
—Kelly M. Mark, principal, Corl Street School, State College, PA

The latest research and thoughtfully written, this book is filled with tools, processes, and timely case studies to ensure student success!
—Frances Hensley, founding director, School Reform Initiative: A Community of Learners, Denver, CO