How can every teacher, school, and district improve the quality of their schools? The answer is to empower teachers to take charge of their own learning, says author and teacher Joseph H. Semadeni. In this book, you'll learn how the Fusion professional development model can help you do just that.
This accessible, customizable, and affordable model gives you proven ways to successfully establish teaching and learning practices that are grounded in solid educational research. In some schools, you may wish to begin the program with just a few teachers and let it gain recognition, support, and buy-in from the biggest skeptics. In other schools, the whole staff may be inspired to create their own lists of best practices, funding levels, and new school-day schedules. In both scenarios, schools have successfully implemented Fusion where it was needed the most.
What's most appealing to teachers is that this approach gives them the chance to determine what strategies they want to learn, how much professional development they want to access, and when it best fits their schedules. As teachers learn, use, observe, and are observed practicing the strategies in their classrooms, they determine which practices best fit their students and foster achievement. With experience, teachers become eligible for related pay increases and Fusion helps teachers to foster the qualities, attitudes, and behaviors necessary to establish and nurture a collaborative culture within the school community.
|Publisher:||Association for Supervision & Curriculum Development|
|Sold by:||Barnes & Noble|
|File size:||981 KB|
Table of Contents
Introduction: The Way Schools Can Be 1
1 Inspiration to Change 11
How do you increase the morale of teachers so that they embrace new initiatives, without overwhelming the teachers and administrators with new responsibilities?
2 Professional Development 28
How do you encourage teachers to help one another develop professionally without jeopardizing interpersonal relationships?
3 Instructional Leadership 49
How do you involve teachers in meaningful leadership opportunities without removing them from the classroom?
4 Use of Resources 61
How do you provide more time and financial incentives for professional development with limited resources?
5 Curriculum and Assessment 77
How can you increase teachers' expectations for themselves and for their students without allowing state tests to dominate the curriculum?
6 Systematic Intervention 99
How do you encourage classroom teachers to provide timely interventions without neglecting a subgroup of students?
7 Differentiated Instruction 120
How do you encourage teachers to incorporate higher-order thinking activities into differentiated units of instruction without fragmenting the curriculum?
8 Change Through Fusion 136
Are you ready to apply the principles of Fusion?
Epilogue: The Versatility of Fusion 150
Appendix A 155
Appendix B 159
About the Author 173