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Leading, Teaching, and Learning is a resource for teachers taking action on Common Core State Standards to enhance student learning. Each chapter addresses various disciplines and grade levels with concrete examples. Chapters focus on research-based instruction, academic language development, thinking and complexity, English learners, non-proficient readers, rigor, and collaboration for ongoing professional capacity building.
Leading, Teaching, and Learning is a resource for teachers taking action on Common Core State Standards to enhance student learning. Each chapter addresses various disciplines and grade levels with concrete examples. Chapters focus on research-based instruction, academic language development, thinking and complexity, English learners, non-proficient readers, rigor, and collaboration for ongoing professional capacity building.
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Autorenporträt
Rosemarye Taylor is professor of educational Leadership at the University of Central Florida in Orlando, and has published six books and numerous articles on improving school leadership.
Inhaltsangabe
List of Figures Preface Acknowledgments Chapter 1 Introduction Development of Common Core State Standards Assessing Proficiency Embrace CCSS for Students' Success Organization of Leading, Teaching, Learning CCSS Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 2 Effective Research Based Instruction Scaffold Instruction Lesson Introduction Guided Practice Independent Practice Assessment Sample Science Instructional Plan Engagement Teacher Led Small Group Instruction Checking for Understanding Feedback to Improve Learning Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 3 Academic Language General Academic Language Discipline Specific Academic Language Research Based Vocabulary Instruction Vocabulary Instruction Protocol Instructional Strategies Expected Language Acquisition Outcomes Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 4 Rigor-Levels of Thinking, Cognitive Complexity, and Text Complexity Making Sense of Levels of Thinking and Cognitive Complexity Levels of Thinking Cognitive Complexity: Depth of Knowledge (DOK) Text Complexity Misconceptions Effective Use of Text Complexity Close Reading Motivating Students Student Academic Goals Writing is Thinking Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 5 English Learners and CCSS Something More Levels of English Proficiency WIDA Language Proficiency Levels Beginning English Learners Beyond Beginning English Learners Support for Intermediate and Advanced English Learners Cultural Considerations Learning Scales and English Learners Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 6 Under-resourced Students School Factors that Leaders Control Rewards and Sanctions Academic Resources Classroom Factors that Teachers Control Collaboration Project Based Learning Research Resilience Responsibilities of Teachers and Leaders Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 7 Clear Goals for Student Self-monitoring and Teacher Feedback Clear Goals, Self Monitoring, and Feedback Benchmark Scales with Evidence Student Friendly Scales Implementation of Student Self Monitoring and Teacher's Feedback Instructional Differentiation Exceptional Student Education English Learners Making Learning Accessible Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 8 - Collaboration to Empower Teachers for Success on CCSS Characteristics of Collaboration Collaboration is Voluntary Parity Among Participants Mutual Goals Responsibility Sharing Resources Shared Accountability Improving Student Learning Outcomes Collaboration on Mini-assessments and Data Analysis Professional Learning for Transfer to Practice Book Studies Action Research Data Study Massive Open Online Courses (MOOCs) Lesson Study Research Teams Leadership for Effective Collaboration Leading, Teaching, and Coaching to Improve Student Learning Outcomes Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Additional Resources References Author Information Index
List of Figures Preface Acknowledgments Chapter 1 Introduction Development of Common Core State Standards Assessing Proficiency Embrace CCSS for Students' Success Organization of Leading, Teaching, Learning CCSS Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 2 Effective Research Based Instruction Scaffold Instruction Lesson Introduction Guided Practice Independent Practice Assessment Sample Science Instructional Plan Engagement Teacher Led Small Group Instruction Checking for Understanding Feedback to Improve Learning Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 3 Academic Language General Academic Language Discipline Specific Academic Language Research Based Vocabulary Instruction Vocabulary Instruction Protocol Instructional Strategies Expected Language Acquisition Outcomes Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 4 Rigor-Levels of Thinking, Cognitive Complexity, and Text Complexity Making Sense of Levels of Thinking and Cognitive Complexity Levels of Thinking Cognitive Complexity: Depth of Knowledge (DOK) Text Complexity Misconceptions Effective Use of Text Complexity Close Reading Motivating Students Student Academic Goals Writing is Thinking Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 5 English Learners and CCSS Something More Levels of English Proficiency WIDA Language Proficiency Levels Beginning English Learners Beyond Beginning English Learners Support for Intermediate and Advanced English Learners Cultural Considerations Learning Scales and English Learners Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 6 Under-resourced Students School Factors that Leaders Control Rewards and Sanctions Academic Resources Classroom Factors that Teachers Control Collaboration Project Based Learning Research Resilience Responsibilities of Teachers and Leaders Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 7 Clear Goals for Student Self-monitoring and Teacher Feedback Clear Goals, Self Monitoring, and Feedback Benchmark Scales with Evidence Student Friendly Scales Implementation of Student Self Monitoring and Teacher's Feedback Instructional Differentiation Exceptional Student Education English Learners Making Learning Accessible Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Chapter 8 - Collaboration to Empower Teachers for Success on CCSS Characteristics of Collaboration Collaboration is Voluntary Parity Among Participants Mutual Goals Responsibility Sharing Resources Shared Accountability Improving Student Learning Outcomes Collaboration on Mini-assessments and Data Analysis Professional Learning for Transfer to Practice Book Studies Action Research Data Study Massive Open Online Courses (MOOCs) Lesson Study Research Teams Leadership for Effective Collaboration Leading, Teaching, and Coaching to Improve Student Learning Outcomes Practical Steps for Leaders Practical Steps for Teachers Useful Academic Language Additional Resources References Author Information Index
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