Transforming Teaching Through Curriculum-Based Professional Learning: The Elements
192Transforming Teaching Through Curriculum-Based Professional Learning: The Elements
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Overview
The curriculum-based professional learning detailed here enables teachers to deepen their understanding of the essential components of successful curriculum implementation and work together to provide instruction that has a positive impact on student engagement and learning. Features include
• Detailed case studies based on actual schools and districts that illustrate the elements of curriculum-based professional learning in action
• Detailed guidance on the roles and responsibilities of teachers, administrators, and other stakeholders
• Comparison charts that show the distinctions between curriculum-based professional learning and more traditional forms of professional development
• Elements icons that help readers navigate each chapter of the book
Product Details
ISBN-13: | 9781071886328 |
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Publisher: | SAGE Publications |
Publication date: | 09/21/2022 |
Pages: | 192 |
Sales rank: | 359,647 |
Product dimensions: | 7.00(w) x 10.00(h) x (d) |
About the Author
James is currently the program director for Leadership and Teaching to Advance Learning in the Education Program at Carnegie Corporation of New York. His work at the foundation focuses on building capacity of teachers, principals, and system leaders to implement college and career-ready standards in language arts and reading, mathematics and science. The portfolio invests in the development of high-quality instructional materials and curriculum-based professional learning for teachers and instructional leaders. Building on the foundation’s support for new science standards, the Corporation launched Open Sci Ed in 2018 partnering with ten states to improve the supply of and demand for high-quality science instructional materials and curriculum-based professional learning. In 2020, Short co-authored with Stephanie Hirsh, The Elements: Transforming Teaching through Curriculum-Based Professional Learning.
James earned a bachelor’s degree in biology from Rhodes College, a Master’s in science education from Peabody College for Teachers at Vanderbilt University and a doctorate in education with a focus on curriculum and instruction from Teachers College at Columbia University.
Stephanie Hirsh is the former executive director of Learning Forward, a position she held for over a decade. Before her appointment as executive director, she served the association as deputy executive director for 18 years. During her tenure she co-authored more than a dozen books; published more than 100 articles; lectured internationally; and consulted with policy and decision makers broadly. She led the publication of the first three editions of Standards for Professional Learning as well as federal and state policies that leveraged them for more than three decades. Her advocacy, writing, and consulting efforts focused on building systems of professional learning that ensured high levels of learning and performance for all educators and students. Prior to her work with Learning Forward she served as a teacher, central office administrator, and three-term school board member, in the Richardson ISD (TX) school system. Today she consults with foundations, organizations, education start-ups, and universities focused on issues of capacity building, equity, curriculum, and professional learning. Recent clients include Carnegie Corporation of New York, Chicago Public Schools, Learning Forward, National Center for Teacher Residencies, Univ of Maryland College of Education, University of Texas College of Education.
Selected recent books and reports include: Preparing Day-One Ready Teachers (2021) co-authored with Tabitha Grossman, Becoming a Learning Principal (2020), co-authored with Frederick Brown and Kay Psencik; The Elements: Transforming Teaching through Curriculum-based Professional Learning (2020) coauthored with James B. Short, Becoming a Learning Team (2017), co-authored with Tracy Crow; A School Board Guide to Leading Successful Schools (2013), coauthored with Anne Foster.
Stephanie Hirsh serves on advisory boards for Center for Public Research and Leadership at Columbia Law School, Divon Academy, Ed Curation, eds Up, Learning Forward, University of Kansas Center for Research on Learning’s (KUCRL’s) IES funded research grant, University of Texas College of Education, and Dallas-area nonprofits. Stephanie Hirsh has been recognized by the University of North Texas, Texas Association of School Boards, Texas Staff Development Council, Richardson Independent School District, Junior Achievement, and Kappa Delta Pi for her scholarship, volunteerism, and leadership. She earned her Ph.D. and M.Ed. from the University of North Texas and BS from University of Texas at Austin.