Summary
Contents
Subject index
“This book brings new focus to the rich history of ideas and strategies shown to improve student learning, helping educators at all levels see not only the value of using proven strategies, but the importance of integrating those strategies into purposeful improvement efforts.”
—Thomas R. Guskey, Distinguished Service Professor
Georgetown College
“This is a book of action. The author calls for leaders in school communities to be bold, courageous, committed, and aggressive in the actions required to achieve desired increases in student learning.”
—Charles Patterson, Educational Consultant
Former President, Association for Supervision and Curriculum Development
Dramatically raise student achievement by engaging educators in collaborative curriculum design and professional development!
Teachers, teacher leaders, principals, and staff developers can build a collaborative culture and improve staff and student performance with this content-focused, step-by-step model that ties curriculum design to teacher growth. Kay Psencik provides a powerful process whereby teachers work together in teams to examine standards, gain a deep understanding of content, create curriculum maps, and design common formative assessments. Professional development leaders can inspire and challenge teachers to:
Confront assumptions about learning and professional development; Clarify and establish complex standards; Embed conversations about the curriculum into daily work
With hands-on tools, templates, and resources, readers can help teachers become more skilled in their instruction, create a school-based curriculum that is tied to standards, and accelerate the learning of both students and staff.
An Overview: Collaborative Curriculum Design as Professional Learning
An Overview: Collaborative Curriculum Design as Professional Learning
Traditional models and traditional perceptions get in the way of our seeing things differently.
We live our lives and do our jobs based on a huge internal data base of assumptions and ideas, but we usually aren't very aware of what they are or how they shape our behavior. As artisans and practitioners, we have not taken the time and discipline to examine the underlying principles that guide our success.
Throughout the many shifts in purposes of education and legislation, national, state, and local, as well as the deeply embedded historical discourse, educators are challenged to sift through all of the assumptions and ideas that impact teaching and learning and to call into question ...
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