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

More documents

Recommendations

Info

Johnson, C. C., & Fargo, J. D. (2010). Urban school reform enabled bytransformative professional development: Impact on teacher change and studentlearning of science. Urban Education, 45(1), 4-29.Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone:Cooperative, competitive, and individualistic learning. Englewood Cliffs, NJ:Prentice Hall.Johnson, D. W., & Johnson, R. T. (2009). An educational psychologysuccess story: Social interdependence theory and cooperative learning.Educational Researcher, 38, 365-379.Johnson, D. W., Johnson, R. T., & Johnson-Holubec, E. (1994).Cooperative learning in the classroom. Alexandria, VA: Association forSupervision and Curriculum Development.Joyce, B. R., & Calhoun, E. (2010). Models of professional development.Thousand Oaks, CA: Corwin.Joyce, B. R., & Weil, M. (2008). Models of teaching (8 th ed.). Boston:Allyn and Bacon.Kafka, J. (2009). The principalship in historical perspective. PeabodyJournal of Education, 84(3), 318-330.Kent, A. M. (2004). Improving teacher quality through professionaldevelopment. Education, 124.Kliebard, H. M. (1975). Reappraisal: The Tyler rationale. In W. Pinar(Ed.), Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan.Laczko-Kerr, I., & Berliner, D. C. (2002). The effectiveness of “Teach forAmerica” and other under-certified teachers on student academic achievement:A case of harmful public policy. Education Policy Analysis Archives, 10(37).Retrieved February 14, 2010 from htpp://epaa.asu.edu/epaa/v10n37/Lasley, T. J. (1992). Promoting teacher reflection. Journal of StaffDevelopment, 13(1), 24-29.Lee, V. E., Smith, J. B., & Croninger, R. G. (1995). Another look at highschool, restructuring: More evidence that it improves student achievement andmore insight into why. Issues in Restructuring Schools (Newsletter, Center onOrganization and Restructuring Schools, University of Wisconsin), 9, 1-9.Leibowitz, N. (1989). Active learning in the teaching of history inelementary and secondary schools (M. Sokolow, Ed.). New York: World ZionistOrganization.Leibowitz, N. (1995). Torah insights. Jerusalem, Israel: Eliner Library.106
Leithwood, K. A., & Jantzi, D. (2005). Transformational leadership. In B.Davies, (Ed.), The essentials of school leadership (pp. 31-43). Thousand Oaks, CA:Corwin.Leithwood, K. A., & Montgomery, D. J. (1982). The role of theelementary school principal in program improvement. Review of EducationalResearch, 52(3), 309-339.Leithwood, K. A., Seashore Louis, K., Anderson, S., & Wahlstrom, K.(2004). How leadership influences student learning. University of Minnesota:Center for Applied Research and Educational Improvement.Levin, B. (2008). How to change 5000 schools. Cambridge, MA: HarvardEducation Press.Lewis, C., Schaps, E., & Watson, M. (1996). The caring classroom’sacademic edge. Educational Leadership, 54, 16–21.Lezotte, L. W. (1997). Learning for all. Okemos, MI: Effective SchoolsProducts.Lieberman, A. (1995). The work of restructuring schools: Building fromthe ground up. New York: Teachers College Press.Lieberman, A., & Friedrich, L. D. (2010). How teachers become leaders:Learning from practice and research. New York: Teachers College Press.Lindsrom, P. H., & Speck, M. (2004). The principal as professionaldevelopment leader. Thousand Oaks, CA: Corwin.Lortie, D. (2002). Schoolteacher: A sociological study (2 nd ed.). Chicago:University of Chicago Press.Mangin, M. M. (2007). Facilitating elementary principals’ support forinstructional teacher leadership. Educational Administration Quarterly, 43(3),319-357.Marshall, K. (2009). Rethinking teacher supervision and evaluation. SanFrancisco, CA: Jossey-Bass.Marzano, R. J. (2003). What works in schools. Alexandria, VA:Association for Supervision and Curriculum DevelopmentMarzano, R. J. (2007). The art and science of teaching. Alexandria, VA:Association for Supervision and Curriculum Development.Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effectivesupervision: Supporting the art and science of teaching. Alexandria, VA:Association for Supervision and Curriculum Development.107
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 108 and 109: Fullan, M. (2005). Leadership and s
Page 110 and 111: Good, T., & Brophy, J. E. (2007). L
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?