Transforming Teaching Through Curriculum-Based Professional Learning: The Elements
Autor Jim Short, Stephanie Hirshen Limba Engleză Paperback – 13 dec 2022
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Specificații
ISBN-10: 1071886320
Pagini: 192
Dimensiuni: 178 x 254 x 14 mm
Greutate: 0.43 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
Recenzii
"The elements of curriculum-based professional learning encapsulate what school system leaders have long known: successful curriculum implementation and excellent teaching requires an informed, multi-pronged approach. This book weaves together research and real-world evidence in an actionable manner, equipping stakeholders with valuable tools that will have a profound impact on the K-12 education space."
"The adoption of high-quality instructional materials is one of the most promising developments of recent years. But even the best curricula don't teach themselves; only when educators have the chance to study materials at depth will this latest reform fulfill its potential. In this critically important book, James B. Short and Stephanie Hirsh offer a detailed guide for making it happen in the real world of schools and classrooms."
“Educators need and deserve high-quality instructional materials. But even the strongest, most educative curriculum is not enough on its own to support teachers and students. Transforming Teaching Through Curriculum-Based Professional Learning, through evidence, examples, and reflection clearly document the key components of curriculum-based professional learning and how to build them. This book is essential reading for all educators, administrators, policymakers and stakeholders.”
“This volume moves us past thinking of teachers as implementers of curriculum materials to thinking of teachers as learning engineers – professionals who apply their expertise and judgment to high-quality materials to drive learning gains. To demonstrate how we can make this transition, Jim Short and Stephanie Hirsh weave together engaging examples and research-proven, practical advice. This book is a must-have for anyone whose work touches teacher learning and instructional improvement.”
“This volume is one of the first of its kind to make a clear and compelling case for the connection between high-quality instructional materials and high-quality professional learning centered on those materials. This book can help with transforming the relevance and effectiveness of professional learning communities and reimagining traditional curriculum practices by moving from pacing guides and scripted curriculum to educative curriculum that supports and improves teacher practice. With compelling real-world examples from districts and the smart, eloquent Elements model, this book provides the theoretical framework, strategic direction, and practical guidance for meaningful and sustained improvement in the professional learning process for educators. Very smart connectors, such as the 'Changing Emphases' theme that runs throughout, will keep the reader engaged in seeing the transformational shifts the Short and Hirsh argue are needed.”
“At last: A call for professional learning for teachers infused with the deepest respect for the actual work of teaching. Short and Hirsh cut right to the chase, arguing that the most logical and intellectually engaging learning opportunities for teachers engage them individually and collectively in doing the work of the (ideally high-quality) curriculum from which they teach, 'mirroring' and 'modeling' the student curriculum and in the process supporting teachers to unpack and discuss the content, anticipate student thinking, and plan for how they will elicit and respond to diverse student ideas. Any other approach risks loitering on the fringes of the real work teachers do – interpreting demanding content and curriculum to meet the needs of individual students and communities. The 'essentials' are clearly laid out and illustrated with compelling examples from districts, making for an efficient read with a potentially huge payoff for teachers, principals, and district leaders.”
“We are teachers at heart, with 22 classroom years between us. Teachers deserve high quality materials accompanied by high quality professional learning, as Transformative Teaching through Curriculum-Based Professional Learning suggests. Educators bring The Elements to life for students, and we are especially convinced that the Core Design Features - Curriculum, Transformative Learning, and Equity - play a critical role.”
Cuprins
Chapter 2: Curriculum-Based Professional Learning: A Shift in Practice
Chapter 3: The Elements of Curriculum-Based Professional Learning
Chapter 4: Core Design Features of Curriculum-Based Professional Learning
Chapter 5: Structural Design Features of Curriculum-Based Professional Learning
Chapter 6: Functional Design Features of Curriculum-Based Professional Learning
Chapter 7: Essentials of Curriculum-Based Professional Learning
Chapter 8: Elements in Action: Roles and Responsibilities
Notă biografică
James B. Shortis a former science teacher who taught high school biology for ten years using research-based instructional materials. He has been involved in education for over thirty years with an ongoing focus on the role of curriculum and professional learning in teacher development. At BSCS Science Learning, he directed a national science curriculum and implementation center and led the development of the National Academy for Curriculum Leadership, working with district leadership teams around the country on the selection, adoption, and implementation of high-quality instructional materials. The three-year academy in curriculum leadership provided tools and processes for analyzing curricula and designing professional learning to support implementation. In Denver Public Schools he led the redesign of the K-12 science program with the adoption and district-wide implementation of new inquiry-based curricula. At the American Museum of Natural History in New York City, he was the founding director of the Gottesman Center for Science Teaching and Learning. He led the Museum¿s efforts to strengthen science education programs at museums, nonprofit organizations, schools, and systems, including the New York City Department of Education. He oversaw the design and implementation of the Urban Advantage initiative in New York City, a partnership program in nearly half of the City¿s middle schools, supporting inquiry-based learning and teaching. He was on the faculty of the Museum¿s Mater of Arts in Teaching Program, a first-of-its kind urban teacher residency program for developing certified Earth Science teachers and taught courses in curriculum and teaching. More recently he taught science education courses in the mid-career doctoral program in Educational Leadership at the University of Pennsylvania Graduate School of Education.
James is currently the program director for Leadership and Teaching to Advance Learning in the Education Program at Carnegie Corporation of New York. His work at the foundation focuses on building capacity of teachers, principals, and system leaders to implement college and career-ready standards in language arts and reading, mathematics and science. The portfolio invests in the development of high-quality instructional materials and curriculum-based professional learning for teachers and instructional leaders. Building on the foundation¿s support for new science standards, the Corporation launched OpenSciEd in 2018 partnering with ten states to improve the supply of and demand for high-quality science instructional materials and curriculum-based professional learning. In 2020, Short co-authored with Stephanie Hirsh, The Elements: Transforming Teaching through Curriculum-Based Professional Learning.
James earned a bachelor¿s degree in biology from Rhodes College, a Master¿s in science education from Peabody College for Teachers at Vanderbilt University and a doctorate in education with a focus on curriculum and instruction from Teachers College at Columbia University.
Descriere
The curriculum-based professional learning detailed here enables teachers to deepen their understanding of the essential components of successful curriculum implementation and work together to provide instruction that has a positive impact on student engagement and learning. Features include
- Detailed case studies based on actual schools and districts that illustrate the elements of curriculum-based professional learning in action
- Detailed guidance on the roles and responsibilities of teachers, administrators, and other stakeholders
- Comparison charts that show the distinctions between curriculum-based professional learning and more traditional forms of professional development
- Elements icons that help readers navigate each chapter of the book