Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise

Foreword ix

Acknowledgments xiii

Introduction xvii

The Authors xxvii

About the Center for Educational Leadership xxix

Part One Making the Case for Instructional Expertise 1

One The Leader’s Role in Developing Teacher Expertise 3

It Takes Expertise to Make Expertise 5

Building Shared Understanding 16

Conclusion 19

Discussion Questions 20

Part Two Developing an Expert Instructional Eye 21

Two The Five Dimensions of Teaching and Learning 23

Purpose 26

Student Engagement 29

Curriculum and Pedagogy 34

Assessment for Student Learning 37

Classroom Environment and Culture 41

Conclusion 46

Discussion Questions 46

Three Applying the Five Dimensions of Teaching and Learning 47

Analysis 52

Conclusion 84

Discussion Questions 84

Part Three Leading for Instructional Improvement 85

Four Observing Classroom Practice 87

Leadership Begins with Purpose 87

The Learning Walkthrough 89

The Goal-Setting and Implementation Walkthrough 106

The Supervisory Walkthrough 114

Conclusion 121

Discussion Question 122

Five Responding to Observations 123

Observations, Interpretations, and Feedback 125

Classroom Observations and Honest Conversations 129

The Development of Shared Vision: A District Case 134

Organizing Thinking: A Middle School Case 142

Conclusion 146

Discussion Questions 147

Six Orchestrating Professional Learning 149

Leaders as Conductors 151

Orchestrating Professional Learning 173

Conclusion 186

Discussion Questions 187

Seven Coaching to Improve Practice 189

What is Coaching? 190

Why Does Coaching Matter? 191

Modes of Coaching 192

Peer Coaching and Mentoring 193

Cognitive Coaching 194

Instructional Coaching and Content Coaching 197

Expertise in Content Coaching 199

Research-Decide-Coach 205

Conclusion 217

Discussion Questions 217

Part Four Embracing New Opportunities for Leading and Learning 219

Eight The Leader’s Role in Improving Teacher Practice 221

Reciprocal Accountability 221

Leading with an Inquiry Stance 230

Conclusion 240

Discussion Questions 240

Nine A New Vision for Improving Learning for All 241

Discussion Questions 246

Appendix A: 5D Framework 247

Appendix B: Types of Classroom Observations 253

References 257

Index 263