School Leadership for Learning: Learning Theory to Improve Professional Practice

School Leadership for Learning occupies a unique space in that it can support both pre-service and in-service educators to promote growth of the students and adults in a school community. School Leadership for Learning: Learning Theory to Improve Professional Practice is organized into three sections and every section and chapter will include interactive elements. Section 1: Learning Theory into Practice The first third of the book includes a primer for readers who have either never taken a developmental psych course or it has been a while. This section will include basic information and developmental theories with scenarios that ask the reader to apply the foundational information. Section 2: Looking for Learning in the ClassroomThe second third of the book will help the reader connect the material in the first section to instructional leadership. How does learning theory inform curricular work? How do leaders look for evidence of learning theory in lesson plans? What do leaders look for in observing classes? How can leaders structure conversations about maximizing learning with their faculty? Section 3: Designing Meaningful Professional LearningThe last section of the book focuses on all the considerations involved in developing faculty and staff through professional learning. This section will build on the end of section two moving beyond the individual conference with a teacher to planning for the professional learning needs of a diverse faculty. Uses for this text: Pre-service settings: Professors can select from chapters and questions throughout the book to tailor instruction to the needs of pre-service teachers and leaders. Selected response questions are automatically scored, but professors can adjust the point values to meet the needs of the course level and focus. In-service settings: Superintendents, Directors, and other School Leaders can create space for profession growth for those developing professional learning opportunities. Content from this text not only supports the development of educators, but also shares how to use the content to facilitate this growth. A leader can select key chapters for a book study with a leadership team of practicing leaders or leader aspirants to maximize the professional learning in a school community. Too often, as a result of lack of time and resources, professional learning opportunities are squandered, School Leadership for Learning can facilitate improvements in how a school or district uses time and other resources designated for professional learning. Audience: School Leadership Teams Superintendents Curriculum Developers Principals Professional Learning Communities Peer Observation Groups Instructional Coaches School Leaders Subject Area Coordinators/Directors Faculty and Students in Educator and Leader preparation programs Professional Development Directors Instructional Leadership Teams Program Developers