4622 Chapters
Medium 9781936764327

Chapter 3 Forming Collaborative Teams

Nicholas Jay Myers Solution Tree Press ePub

Collaborative teaming allows staff to come together and share their expertise as they plan for instruction, problem solve, and reflect. Effective teaming ensures that all teachers are invested in and accountable for all students. Collaboration also allows for strong instruction and continuity as teachers use common skills, strategies, and academic language throughout students’ instructional day. Collaboration promotes success for both staff and students.

JULIE TARASIUK, DISTRICT 54 TEACHER

DuFour, DuFour, and Eaker (2008) emphasize that schools functioning as PLCs organize teachers into high-performing collaborative teams that assume shared responsibility for ensuring student success. They specifically define a team as “a group of people working interdependently to achieve a common goal for which members are held mutually accountable” (DuFour, DuFour, Eaker, & Many, 2010, p. 6). Additionally, they note that effective teams set and adhere to norms of behavior that clarify how to approach team processes. Embedding collaborative processes into schools’ daily routines yields many benefits. District 54 sought to systematize these processes at both the district and school levels.

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Medium 9781475811957

Teacher and Principal Perceptions of Authentic Leadership: Implications for Trust, Engagement, and Intention to Return

R&L Education ePub

JAMES J. BIRD
CHUANG WANG
JIM WATSON
LOUISE MURRAY

ABSTRACT: The focus of this study was to explore the relationships between the authentic leadership of building principals and the trust, engagement, and intention to return of their teaching staffs. School principals (n = 28) and their teaching staffs (n = 633) were surveyed. Teacher trust and engagement were found to be significantly related to principal authenticity. When schools were partitioned along a continuum of principal–teacher agreement about authenticity, the schools whose principals had lower ratings than their teachers had significantly more teacher trust and engagement, and their teachers expressed significantly greater intention to return. Results are discussed concerning implications for future research and improvement of practice.

Educators across the country are being buffeted by a perfect storm of ever-increasing expectations for student performance and a recession that depletes resources both material and human. School building principals and their staffs are expected to do more with less. How they manage to work together to support each other’s efforts will be pivotal to their chances of success. It is the basic foundational starting point from which all other strategies—mission, vision, instructional goals—are launched. This study explores the relationship between the school building principal’s leadership style and its association with teacher trust, engagement, and intention to return to work. The study also looks at the rater agreement between the principal’s self-perception of leadership and the faculty’s perception of his or her leadership style. The particular leadership style of interest is authentic leadership, an emerging concept depicting leaders who are confident, hopeful, optimistic, resilient, transparent, moral/ethical, future oriented, and interested in follower development (Luthans & Avolio, 2003).

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Medium 9781935542292

Chapter Two Creating and Sustaining Collaborative Relationships

Cassandra Erkens Solution Tree Press ePub

The collaborative team is the fundamental building block of the organization. A PLC is composed of collaborative teams whose members work interdependently to achieve common goals—goals linked to the purpose of learning for all—for which members are held mutually accountable.

—DuFour, DuFour, and Eaker

At the heart of it all, the work of a PLC requires collaboration. Effective leaders begin the PLC journey by building the community in both structure and culture—efforts that require all three of the core leadership practices to launch simultaneously. The paradigm shift from autonomous classrooms to collaborative teams, however, places the early emphasis and focused discussion on the notion of collaboration. This leadership practice does not happen in isolation from the other practices, but it is one of the most visible places to signal that a change in behaviors is expected. As schedules change and leaders work to empower teams, educators can immediately see that the work of collaboration has begun.

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Medium 9781935542872

Chapter 6

Holly Windram Solution Tree Press ePub

The continued logic of focusing solely on curriculum will ultimately fail without considering the social context in which learning occurs

—Timothy J. Lewis

We just started doing RTI, and now we have to do PBS?

—Conversation in the staff lounge

Advance Organizer

  Positive behavior supports are the “behavior” side of the RTI triangle.

  Just as with academics, there are unique and critical features for implementing PBS in secondary settings.

  Classroom PBS is focused on positive and proactive classroom management to engage diverse secondary learners.

Recall that core instruction in an RTI framework is everything we do instructionally for kids. An essential element of all instruction has to do with how positive behavior supports (PBS) are implemented. PBS is “a systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students” (Horner, 2010). This chapter focuses on the secondary applications of PBS at Tier 1.

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Medium 9780990345893

Appendix A: Using the New Taxonomy of Educational Objectives

Robert J. Marzano Marzano Research ePub

The taxonomy presented here is part of a more comprehensive framework titled The New Taxonomy of Educational Objectives (Marzano & Kendall, 2007; see also Marzano & Kendall, 2008). Robert J. Marzano (2009) previously described the relationship between this taxonomy and designing and teaching learning goals and objectives in Designing & Teaching Learning Goals & Objectives.

As described in chapter 2 (page 25), the taxonomy includes four levels.

Level 4 (Knowledge Utilization)

Level 3 (Analysis)

Level 2 (Comprehension)

Level 1 (Retrieval)

To understand the taxonomy as it applies to academic content, it is necessary to address two types of knowledge: (1) declarative knowledge and (2) procedural knowledge. Declarative knowledge is informational content that can be conceptualized as a hierarchy in its own right. At the bottom of the declarative knowledge hierarchy is vocabulary—terms and phrases about which an individual has an accurate but not necessarily deep understanding. Facts reside a level above vocabulary terms and phrases. The highest level of the declarative knowledge hierarchy consists of generalizations, principles, and concepts.

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