Joanna Michelson - Leading for Professional Learning: What Successful Principals Do to Support Teaching Practice

1. Chapter 2
2. Chapter 3
3. Chapter 4
4. Chapter 5
5. Chapter 6
6. Chapter 7

1. Chapter 3
2. Chapter 4

For educational leaders who recognize that the most important work occurring in any school happens in the classroom, this book provides practical guidance and insights in how school leaders can support teaching and advance learning for every student. Written in a clear and accessible style, this book will be a tremendous resource for educators who seek to make a difference.

Pedro A. Noguera, PhD, distinguished professor of education, UCLA Graduate School of Education & Information Studies

Markholt, Michaelson, and Fink offer many insights into how administrators lead professional development while also surfacing numerous school conditions necessary to fuel and spread teaching practice. This important book also raises the possibility of collective leadership by principals and teachers for next generation school reforms that can better serve all students.

Barnett Berry, founder and CEO of the Center for Teaching Quality (CTQ)

This book is exactly what both aspiring and practicing instructional leaders need. Each chapter offers guidance on practical moves principals and teams can engage in that develop greater expertise through focused observation, targeted professional development, and support for refined teaching practiceall designed to improve student learning. The anchor case describes a school context that is realistic. The authors emphasize key points through the experiences of a principal and her leadership team and make the team's thinking visible.

Ann O'Doherty, EdD, associate dean, professional studies director, Danforth Educational Leadership Program; president, Washington Council for Educational Administration Programs, University of Washington, College of Education

When I began my years as a principal at a large urban high school in Pennsylvania, I remember how overwhelming the job was. At the same time, I also remember how much I craved practical, accessible books that I could read and apply what I gleaned immediately. I am happy to say that I found some of those books by authors like Phillip Schlecty, Anthony Bryk, Milbrey McGlauglin, and Beverly Danial Tatum. I wish this book by Markholt, Michaelson, and Fink was around during my time as a principal. When it comes to school leadership, besides ensuring physical and emotional safety, I can't think of a more important responsibility of leaders than ensuring impactful professional learning for adults. Every principal, teacher leader, and instructional leadership team should read this book.

Irvin Scott, EdD, Harvard Graduate School of Education

Anneke Markholt

Joanna Michelson

Stephen Fink

Foreword by Stephanie Hirish

Copyright 2018 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Names: Markholt, Anneke, author. | Michelson, Joanna, author. | Fink, Stephen L., author.

Title: Leading for professional learning : what successful principals do to support teaching practice/Anneke Markholt, Joanna Michelson, Stephen Fink.

Description: San Francisco, CA : Jossey-Bass, 2018. | Includes bibliographical references and index.

Identifiers: LCCN 2018018044 (print) | LCCN 2018032091 (ebook) | ISBN 9781119440406 (Adobe PDF) | ISBN 9781119440437 (ePub) | ISBN 9781119440444 (pbk.)

Subjects: LCSH: TeachersIn-service training. | School administratorsIn-service training. | Educational leadership.

Classification: LCC LB1731 (ebook) | LCC LB1731 .M2155 2018 (print) | DDC 370.71/1dc23

LC record available at https://lccn.loc.gov/2018018044

Cover Design: Wiley

Cover Image: Tolga TEZCAN/Getty Images

FIRST EDITION

Anneke Markholt, PhD, is the associate director with the University of Washington Center for Educational Leadership (CEL) and affiliate associate professor at the University of Washington College of Education. Markholt designs and directs the center's partnerships focused on developing teaching effectiveness and instructional leadership. She is particularly interested in the intersection of teaching, learning, and the leadership capacity necessary for school systems to engage in instructional improvement, especially for linguistically diverse students. Prior to her work with CEL, Markholt spent five years as an associate researcher for the Center for the Study of Teaching and Policy at the University of Washington. She began her career as an English as a second language specialist for Tacoma Public Schools, where she taught for 10 years. Markholt is the coauthor of Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise.