Coverart for item
The Resource Trusting teachers with school success : what happens when teachers call the shots, Kim Farris-Berg and Edward Dirkswager ; with Amy Junge

Trusting teachers with school success : what happens when teachers call the shots, Kim Farris-Berg and Edward Dirkswager ; with Amy Junge

Label
Trusting teachers with school success : what happens when teachers call the shots
Title
Trusting teachers with school success
Title remainder
what happens when teachers call the shots
Statement of responsibility
Kim Farris-Berg and Edward Dirkswager ; with Amy Junge
Creator
Contributor
Subject
Language
eng
Summary
"Examining the experiences of teachers who have already been liberated, this book discusses what teachers would do if they had the autonomy not just to make classroom decisions, but to collectively--with their colleagues--make the decisions influencing whole school success; decisions such as school curriculum; how to allocate the school budget; and who to hire and fire"--
Assigning source
Provided by publisher
Cataloging source
DLC
http://library.link/vocab/creatorDate
1975-
http://library.link/vocab/creatorName
Farris-Berg, Kim
Illustrations
illustrations
Index
no index present
LC call number
LB2806.45
LC item number
.F37 2013
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorDate
  • 1938-
  • 1975-
  • 1976-
http://library.link/vocab/relatedWorkOrContributorName
  • Dirkswager, Edward J.
  • Farris-Berg, Kim
  • Junge, Amy
http://library.link/vocab/subjectName
  • Teacher participation in administration
  • Teaching, Freedom of
  • Teachers
  • School improvement programs
  • EDUCATION / Aims & Objectives
  • EDUCATION / Educational Policy & Reform / General
Label
Trusting teachers with school success : what happens when teachers call the shots, Kim Farris-Berg and Edward Dirkswager ; with Amy Junge
Instantiates
Publication
Bibliography note
Includes bibliographical references (p. 215-224)
Contents
Acknowledgements -- Preface -- PART ONE: What would happen if we trusted teachers with school success? -- Introduction. To get high performing schools, maybe it's time to trust teachers. -- Chapter 2. Teacher Autonomy: what it is, who has it, and how it's secured -- Chapter 3. When granted autonomy, teachers choose to operate in ways that emulate the cultural characteristics of high-performing organizations. -- PART TWO: Eight practices autonomous teachers embrace whichare indicative of the cultural characteristics of high-performing organizations -- Chapter 4. Practice #1: Share purpose, which always focuses on students as individuals, and use it as the basis of decisions aimed at school improvement -- Chapter 5. Practice #2: Participate in collaboration and leadership for the good of the whole school, not just a classroom. -- Chapter 6. Practice #3: Encourage colleagues and students to be active, ongoing learners in an effort to everyone's engagement and motivation -- Chapter 7. Practice #4: Develop or adopt learning programs that individualize student learning -- Chapter 8. Practice #5: Address social and discipline problems as part of student learning -- Chapter 9. Practice #6: Broaden the definition and scope of student achievement and assessment -- Chapter 10. Practice #7: Encourage teacher improvement using 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring -- Chapter 11. Practice #8: Make budget trade-offs to meet the needs of students they serve -- PART THREE:Implementation strategies for those who want to support teacher autonomy -- Chapter 12. It's time to trust teachers. -- Appendixes -- Notes -- Bibliography -- About the Authors
Control code
793576593
Dimensions
23 cm
Extent
xiii, 227 p., [8] p. ofplates
Isbn
9781610485111
Isbn Type
(electronic)
Lccn
2012020475
Other physical details
ill.
System control number
(OCoLC)793576593
Label
Trusting teachers with school success : what happens when teachers call the shots, Kim Farris-Berg and Edward Dirkswager ; with Amy Junge
Publication
Bibliography note
Includes bibliographical references (p. 215-224)
Contents
Acknowledgements -- Preface -- PART ONE: What would happen if we trusted teachers with school success? -- Introduction. To get high performing schools, maybe it's time to trust teachers. -- Chapter 2. Teacher Autonomy: what it is, who has it, and how it's secured -- Chapter 3. When granted autonomy, teachers choose to operate in ways that emulate the cultural characteristics of high-performing organizations. -- PART TWO: Eight practices autonomous teachers embrace whichare indicative of the cultural characteristics of high-performing organizations -- Chapter 4. Practice #1: Share purpose, which always focuses on students as individuals, and use it as the basis of decisions aimed at school improvement -- Chapter 5. Practice #2: Participate in collaboration and leadership for the good of the whole school, not just a classroom. -- Chapter 6. Practice #3: Encourage colleagues and students to be active, ongoing learners in an effort to everyone's engagement and motivation -- Chapter 7. Practice #4: Develop or adopt learning programs that individualize student learning -- Chapter 8. Practice #5: Address social and discipline problems as part of student learning -- Chapter 9. Practice #6: Broaden the definition and scope of student achievement and assessment -- Chapter 10. Practice #7: Encourage teacher improvement using 360-degree, peer- and self-evaluation methods as well as peer coaching and mentoring -- Chapter 11. Practice #8: Make budget trade-offs to meet the needs of students they serve -- PART THREE:Implementation strategies for those who want to support teacher autonomy -- Chapter 12. It's time to trust teachers. -- Appendixes -- Notes -- Bibliography -- About the Authors
Control code
793576593
Dimensions
23 cm
Extent
xiii, 227 p., [8] p. ofplates
Isbn
9781610485111
Isbn Type
(electronic)
Lccn
2012020475
Other physical details
ill.
System control number
(OCoLC)793576593

Library Locations

    • Copley LibraryBorrow it
      5998 Alcalá Park, San Diego, CA, 92110-2492, US
      32.771354 -117.193327
Processing Feedback ...