• Summary
  • Contents
  • Subject index

Discover the power of collaborative inquiry! This unique, visually stunning resource is packed with details to ignite and sustain the collaborative improvement of teaching and learning. Includes U.S. and international case studies, powerful metaphors, application exercises, a Leader’s Guide, a companion website, digital templates, and more. Learn what lesson study and collaborative inquiry can and should look like. Find the guidance you need to lead and support school-wide, inquiry-based improvement! “If you think improving teaching is hard, hard work, this book will confirm that belief. But it also shows, through careful observation and research, how much can be achieved when the work of getting better is done right. A true inspiration for educators who want to improve both their own craft and the methods of the profession.” Jim Stigler & James Hiebert Authors of The Teaching Gap “Teaching Better is a rich, knowledgeable, authoritative tour de force. It combines beautifully selected imagery, solidly crafted guiding principles with compelling evidence and personal accounts of practice. But while imagining and thinking big, the book attends to the detail, offering school and system leaders many practical strategies for steering enquiry, quality, and cultural change in schools. This book should ignite the imaginations of policy makers, professionals and leaders worldwide.” Peter Dudley Visiting Professor of Education at Leicester University, Secretary of the World Association of Lesson Studies, Education Adviser under three prime ministers, & Founder of Lesson Study UK

Introduction
Introduction

Something unfortunate happens to U.S. teachers when they join the profession. They encounter a culture that forgets teachers are also learners. They enter a world consumed by results and disinterested in process. They join communities that celebrate exemplars and disguise imperfections. They spend long hours in isolated classrooms with minimal time for collaboration or observation. They work in systems that evaluate compliance rather than assist performance. They inherit values and routines that stymie professional growth and discourage continuous improvement.

Working under these conditions, the majority of teachers in U.S. schools have carried out the pursuit of improvement in isolation, without much intentional support or systematic process of study. Faced with the perfect storm of multiple responsibilities and limited time, teachers work through daily cycles of ...

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