Improving Instructional Quality in Jewish Day Schools and Yeshivot ...

More documents

Recommendations

Info

Fullan, M. (2005). Leadership and sustainability: System thinkers inaction. Thousand Oaks, CA: Corwin; Toronto: Ontario Principal's Council.Bass.Fullan, M. (2006). Turnaround leadership. San Francisco, CA: Jossey-Fullan, M. (2007). The new meaning of educational change (4th ed.)..New York: Teachers College Press.Bass.Fullan, M. (2008a). The six secrets of change. San Francisco, CA: Jossey-Fullan, M. (2008b). What’s worth fighting for in the principalship (2 nded.). New York: Teachers College Press.Fullan, M. (Ed.). (2009). The challenge of change: Start schoolimprovement now. Thousand Oaks, CA: Corwin.Fullan, M., & Hargreaves, A. (2008). Change wars. Bloomington, IN:Solution Tree.Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thosand Oaks,C A: Corwin.Fullan M., &. Pomfret, A. (2008). Research on curriculum andinstruction implementation. Review of Educational Research 47(1), 335-397.Gall, M. D., Ward, B. A., Berliner, D. C., Cahen, L. S., Winne, P. H.,Elashoff, J. D., & Stanton, G. C. (1978). Effects of questioning techniques andrecitation on student learning. American Educational Research AssociationJournal, 15(2), 175-199.Gamoran, A., Goldring, E., Robinson, B., Goodman, R. L., &Tammivaara, J. (1997). Background and training of teachers in Jewish schools:Current status and levers for change. New York: Council for Initiatives in JewishEducation.George, P. S. (2005). A rationale for differentiating instruction in theregular classroom. Theory Into Practice, 44(3), 185-193).Giliya, Z. (2006). A study of teachers’ perceptions of the evaluationprocess. Doctoral dissertation, Azrieli Graduate School, Yeshiva University, NewYork, NY.Glanz, J. (1998). Histories, antecedents, and legacies: Constructing ahistory of school supervision. In J. Firth & E. Pajak (Eds.), Handbook of researchon school supervision (pp. 39-79). New York: Macmillan Publishers.Glanz, J. (2003). Action research: An educational leader’s guide toschool improvement. Norwood, MA: Christopher-Gordon.102
Glanz, J. (2008). The ethics of exclusion: Pedagogical, curricular,leadership, and moral imperatives for inclusive practice in Jewish schools[Monograph]. New York: The Azrieli Graduate School for Jewish Education andAdministration at Yeshiva University.Glanz, J. (2009). Constructivism and differentiation: Research andpractical strategies for assessment. Jewish Educational Leadership, 7(3), 1-7.Glanz, J. (2010a). Justice and caring: Power, politics, and ethics instrategic leadership. International Studies in Educational Administration, 37(1),66-86.Glanz, J. (2010b, April). Power, politics, and ethics in strategicleadership: Consequences for instructional supervision. Paper prsented at theAnnual Conference of the American Educational Research Association (AERA),Supervision and Instructional Leadership SIG/AERA, Denver, Colorado.Glanz, J., & Behar-Horenstein, L. (2000). Paradigm debates incurriculum and supervision: Modern and postmodern perspectives. Westport,CN: Bergin & Garvey.Glanz, J., & Neville, R.F. (1997). Educational supervision: Perspectives,issues, and controversies. Norwood, MA: Christopher-Gordon.Glanz, J., Shulman, V., & Sullivan, S. (2007, April). Impact ofinstructional supervision on student achievement: Can we make the connection?Paper presentation at the Annual Meeting of the American Educational ResearchAssociation (AERA), Chicago.Glatthorn, A. A. (1997). Differentiated supervision (2 nd ed.). Alexandria,VA: Association for Supervision and Curriculum Development.Glatthorn, A. A. (2000a). Developing a quality curriculum. Alexandria,VA: Association for Supervision and Curriculum Development.Glatthorn, A. A. (2000b). The principal as curriculum leader. ThousandOaks, CA: Corwin.Glickman, C. D. (2002). Leadership for learning: How to help teacherssucceed. Alexandria, VA: Association for Supervision and CurriculumDevelopment.Glickman, C. D., Gordon, S. P, & Ross-Gordon, J. M. (2008).SuperVision and instructional leadership: A developmental approach (6 th ed.).Boston: Allyn & Bacon.Goh, T. N. (1996). A framework for quality assurance in teaching. TotalQuality Management, 7(2), 183-188.103
Page 1 and 2:
Improving InstructionalQuality in J
Page 4 and 5:
Appendix C: Assessing Your Role as
Page 6 and 7:
others, involved in a cognate enter
Page 8 and 9:
Weissberg, Walberg, & Wang., 2004).
Page 10 and 11:
all. “We are never asked for what
Page 12 and 13:
administrator. He was well-organize
Page 14 and 15:
Sartoris, DiPrima Bickel, & Garnier
Page 16 and 17:
grade conferences, etc., effective
Page 18 and 19:
school’s teaching practices, the
Page 20 and 21:
een made in the areas of science an
Page 22 and 23:
learning is more likely to occur th
Page 24 and 25:
content, and the need to ensure tha
Page 26 and 27:
pattern.] I didn’t really realize
Page 28 and 29:
constraints, increase in administra
Page 30 and 31:
The Transformational Change Project
Page 32 and 33:
that are not strategic, but episodi
Page 34 and 35:
my personal involvement in work wit
Page 36 and 37:
schools to even greater levels of s
Page 38 and 39:
was: “Well, you know, finding tim
Page 40 and 41:
called direct teaching), although e
Page 42 and 43:
surprised when no one can answer
Page 44 and 45:
RecommendationsI. Teaching1. Teache
Page 46 and 47:
standards,” a significant opportu
Page 48 and 49:
decide on an area or theme they’d
Page 50 and 51:
• Reflective journaling - Another
Page 52 and 53:
3. Deep instructional improvement v
Page 54 and 55:
Instructional leadership is about e
Page 56 and 57:
76). Teachers who employ instructio
Page 58 and 59: short answers to two questions. The
Page 60 and 61: may become involved in cooperative
Page 62 and 63: utilized within a differentiated le
Page 64 and 65: Research-Based Teaching Practices i
Page 66 and 67: curriculum? Schools, in my view, to
Page 68 and 69: learning objectives have been ident
Page 70 and 71: Developing curriculum at the planni
Page 72 and 73: 4) Emphasize both the academic and
Page 74 and 75: An Overview of Best Practices in Su
Page 76 and 77: with practices best suited to promo
Page 78 and 79: dialogue and meaningful supervision
Page 80 and 81: • Ongoing - Too much of professio
Page 82 and 83: to do so. In fact, utilizing in-sch
Page 84 and 85: greatly to meaningful supervision a
Page 86 and 87: and amplified by James MacGregor Bu
Page 88 and 89: Leadership is predicated on the fou
Page 90 and 91: Citing Jim Collins (2002 cited by F
Page 92 and 93: Notes1. Before continuing, I sugges
Page 94 and 95: ubric of “professional developmen
Page 96 and 97: throughs, explains that according t
Page 98 and 99: members are not fully cognizant or
Page 100 and 101: AcknowledgementsI thank all the ind
Page 102 and 103: Bass, B. M. (1985). Leadership and
Page 104 and 105: Burke, P. J., & Krey, R. D. (2005).
Page 106 and 107: Downey, C. J., Steffy, B. E., Posto
Page 110 and 111: Good, T., & Brophy, J. E. (2007). L
Page 112 and 113: Johnson, C. C., & Fargo, J. D. (201
Page 114 and 115: Marzano, R. J., & Brown, J. L. (200
Page 116 and 117: Popham, W. J. (2008a). Classroom as
Page 118 and 119: Shapira-Lishchinsky, O. (2009). Isr
Page 120 and 121: Tschannen-Moran, M., & McMaster, P.
Page 122 and 123: Annotated Works on Instructional Le
Page 124 and 125: This volume is an inspiring introdu
Page 126 and 127: you want to learn how to teach stud
Page 128 and 129: AppendicesAppendix A: Instructional
Page 130 and 131: Suggested responses:1. To be effect
Page 132 and 133: Appendix C: Assessing Your Role as
Page 134 and 135: SA A D SD 3. My spoken language as
Page 136 and 137: Domain 2: The Classroom Environment
Page 138 and 139: SA A D SD 13. I have a well-defined
Page 140 and 141: SA A D SD 13. I rarely desire to se
Page 142 and 143: 20. This is a well managed school.
Page 144 and 145: Appendix F: Teacher Attitude Questi
Page 146: 41. My colleagues and I usually dis
show all

Improving Instructional Quality in Jewish Day Schools and Yeshivot ...

Create successful ePaper yourself

Delete template?

Save as template?