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Summary
Summary
A road map for teachers who strive to be highly effective leaders in our nation's classrooms
Teach For America has fought the daunting battle of educational equity for the last twenty years. Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. The Teaching As Leadership framework inspires teachers to: Set Big Goals; Invest Students and Their Families; Plan Purposefully; Execute Effectively; Continuously Increase Effectiveness; Work Relentlessly. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities.
Inspires educators to be leaders in their classrooms and schools Demystifies what it means to be an effective teacher, describes key elements of practice and provides a clear vision of success Addresses the challenges every teacher, in every classroom, faces on a daily basisAn accompanying website includes a wealth of tools, videos, sample lessons, discussion boards, and case studies.
Author Notes
Steven Farr leads Teach For America's efforts to discern what distinguishes teachers whose students in low-income communities achieve dramatic academic growth. Those findings inform the organization's teacher selection, training, and support. Farr also works to build the organization's knowledge by learning from and sharing with other organizations working toward educational equity.
Reviews 1
Library Journal Review
Teach for America (TFA), a well-known organization that has operated for 20 years, strives to eliminate educational inequity by training teachers to be effective in closing the achievement gap. Here, Farr (chief knowledge officer, TFA) presents a framework to help educators serve children, particularly in low-income situations, and he provides numerous anecdotes from teachers of experiences in the classroom. This at times reads like a book-length ad for TFA, and the layout, with its myriad sidebars, can be distracting; however, readers should quickly adjust to the format. Verdict This manual will be good to have on hand for graduates considering TFA, and the ideas and advice will help both current and future teachers. Even readers not directly connected with our education system will gain insights into its problems and may discover tips for helping children with whom they come in contact.-Terry Christner, Hutchinson P.L., KS (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
Table of Contents
| Foreword |
| Introduction |
| Chapter 1 Set Big Goals |
| Foundations of Effective Goal Setting |
| Inspiring Strong Results with Measurable Outcomes |
| Inspiring High Performance with High Expectations |
| Leading with Students' Needs and Interests |
| Inside the Minds of Great Goal-Setters: The Qualities of Effective Big Goals |
| What Measurable Academic Progress Should My Students Achieve? |
| What Traits and Mindsets Will Best Serve My Students? |
| What Pathways to Student Opportunity Should Inform My Big Goal? |
| What Student Interests and Motivations Could Shape the Big Goal? |
| Conclusion: Key Ideas and Next Questions |
| ôWhy Do People Set Big Goals?": From the Ms. Lora Story |
| Chapter 2 Invest Students and Their Families |
| Two Key Elements of Investment |
| Shaping Students' Mindsets: ôI Can" and ôI Want" |
| Collaborating With Students' Families and Influencers |
| Strategies for Investing Students |
| Creating a Welcoming Environment to Increase Student Investment |
| Developing a Culture of Achievement |
| Investing Students through Instruction and Learning |
| Conclusion: Key Ideas and Next Questions |
| ôWhat If You're Wrong?": From the Ms. Lora Story |
| Chapter 3 Plan Purposefully |
| The Foundation of Purposeful Planning |
| Developing Your Vision of Success |
| Translating Your Vision Into a Well-Designed Assessment |
| Mapping Out a Vision-Aligned Plan |
| Three Forms of Classroom Plans |
| Long-term Planning: Year-long and Unit Plans |
| Lessons Plans |
| Classroom Management Plans |
| Conclusion: Key Ideas and Next Questions |
| ôIt Still Tastes Good": From the Ms. Lora Story |
| Chapter 4 Execute Effectively |
| Three Key Elements of Effective Execution |
| Doing Well What Must Be Done |
| Insisting on Seeing Reality |
| Adjusting Course as Circumstances Change |
| What Effective Execution Looks Like in the Classroom |
| Effectively Communicating Key Ideas |
| Coordinating Student Practice |
| Checking For Understanding |
| Tracking Progress |
| Maximizing Efficiency with Organization and Routine |
| Asserting Authority |
| Conclusion: Key Ideas and Next Questions |
| ôLight Monitor. Form Collector. Plant Manager.": From the Ms. Lora Story |
| Chapter 5 Continuously Increasing Improvement |
| Foundations of Continuous Improvement |
| Effective Teaching is a Learnable Skill |
| ôIn God We Trust. Everyone Else Bring Data." |
| We Drive Our Own Improvement |
| No Teacher is an Island |
| A Cycle of Reflection that Leads to Increased Effectiveness |
| Conclusion: Key Ideas and Next Questions |
| ôThis Was My Summer School Seat.": From the Ms. Lora Story |
| Chapter 6 Working Relentlessly |
| We Control Our Students' Success and Failure |
| Working Relentlessly in Action |
| Persistence |
| Maintaining High Expectations |
| Expanding Time and Resources |
| Expanding Your Influence |
| Sustaining this Work Over Time |
| Conclusion: Key Ideas and Next Questions |
| ôYou Are Going to be Totally Handsome in them." From the Ms. Lora Story |
| Afterword |
| About the Authors |
| Appendix A Teaching As Leadership Rubric |
| Appendix B About Teach For America |
| Appendix C Our Approach to Teacher Development |
| Appendix D How We Learn From Our Teachers |
| Teacher Index |
| Endnotes |
| Index |
