Description
Generate multifaceted solutions to real-life classroom issues with this innovative, research-based approach to the design and delivery of sustained, collaborative, evidence-informed, and student-focused professional learning.
About the Author
Dr. Deidre Le Fevre is a Senior Lecturer and Head of Graduate Programs in Educational Leadership at the University of Auckland. She began her career as an elementary school teacher in New Zealand and the U.K before completing her PhD (Ann Arbor, Michigan) and moving into research and teaching at Washington State University. On return to New Zealand she has lead large-scale research projects investigating effective leadership and professional learning practices for educational change and improvement. Her research publications focus on practices that support leaders and facilitators improve their interpersonal effectiveness and solve complex problems. She brings knowledge and skills in understanding organizational change, the development of professional capability and effective leadership. Dr. Helen Timperley is Professor Emeritus of Education at The University of Auckland. Her extensive research experience has focused on how to promote professional and leadership learning in schools in ways that make a difference to outcomes for those student learners who are currently underserved by the system. She has numerous research articles in both these areas published in international journals, has spoken at a range of invited seminars and undertaken consultancies in Europe, Canada and Australia. She has written six books on her specialty research areas with many translated into a range of languages. Most of her published and consultancy work has focused on school and system change through professional learning, professional conversations with impact and evaluative thinking in educational innovation. Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is a lecturer at the University of Auckland. She also works as a consultant supporting Communities of Learning to build collaborative practice to raise student outcomes. Kaye completed her PhD in Education (2016) investigating teachers' engagement in professional learning through a risk lens focused on uncertainty and vulnerability. Her work identifies the importance of reframing teacher resistance as perceptions of risk and highlights implications for mitigating risks in change. She brings knowledge and skills in project management, leading change and collaborative inquiry. Dr. Fiona Ell is an Associate Professor and Head of Teacher Education at the University of Auckland. She has a background in elementary teaching and remains a registered teacher. Fiona's research centers on mathematics education and teacher professional learning, both before certification and afterwards. She has worked in Australia and New Zealand on schooling improvement projects, helping schools use the Spiral of Inquiry to improve the learning and wellbeing of their students. Fiona is interested in how teachers learn about the impact of their practice from considering the responses of their learners, especially when they work with marginalized communities. ?
Reviews
-- Terri Iles, Executive Director, Learning Forward Texas
"Leading Powerful Professional Learning is a valuable resource to those responsible for designing and facilitating professional learning." -- Amy Colton. Executive Director , Learning Forward Michigan
"Leaders often are unaware of the scope of their responsibilities when it comes to professional learning. Leading Powerful Professional Learning's
diagrammatic and metaphoric way of presenting the content allows readers to access the book's content in a variety of different ways."
-- Joellen Killion, Senior Advisor, Learning Forward
"Most of what is currently available centers around professional learning for a specific content area (i.e. math, science, reading) but does not focus, in general, on the development, delivery, and evaluation of effective professional learning. Leading Powerful Professional Learning fills a void that currently exists for those of us charged with providing professional learning experiences." Leading Powerful Professional Learning Leading Powerful Professional Learning Leading Powerful Professional Learning -- Eric C. Lee, Director, Jacksonville State University Inservice Center
"Leading Powerful Professional Learning provides specific support for those leading professional learning, giving readers the option to read cover to cover or identify specific areas of focus and read those sections. The authors present a book that moves beyond the description of what professional learning is but would provide solid examples and support for those who are leading professional learning in their school and district."
-- Bryan McDonald, Assistant Professor, University of Central Missouri
Book Information
ISBN 9781544361451
Author Deidre M. Le Fevre
Page Count 160
Imprint Corwin Press Inc
Publisher SAGE Publications Inc
Weight(grams) 430g
About the Author
Dr. Deidre Le Fevre is a Senior Lecturer and Head of Graduate Programs in Educational Leadership at the University of Auckland. She began her career as an elementary school teacher in New Zealand and the U.K before completing her PhD (Ann Arbor, Michigan) and moving into research and teaching at Washington State University. On return to New Zealand she has lead large-scale research projects investigating effective leadership and professional learning practices for educational change and improvement. Her research publications focus on practices that support leaders and facilitators improve their interpersonal effectiveness and solve complex problems. She brings knowledge and skills in understanding organizational change, the development of professional capability and effective leadership. Dr. Helen Timperley is Professor Emeritus of Education at The University of Auckland. Her extensive research experience has focused on how to promote professional and leadership learning in schools in ways that make a difference to outcomes for those student learners who are currently underserved by the system. She has numerous research articles in both these areas published in international journals, has spoken at a range of invited seminars and undertaken consultancies in Europe, Canada and Australia. She has written six books on her specialty research areas with many translated into a range of languages. Most of her published and consultancy work has focused on school and system change through professional learning, professional conversations with impact and evaluative thinking in educational innovation. Dr. Kaye Twyford is an experienced school leader and teacher and more recently, researcher. She is a lecturer at the University of Auckland. She also works as a consultant supporting Communities of Learning to build collaborative practice to raise student outcomes. Kaye completed her PhD in Education (2016) investigating teachers' engagement in professional learning through a risk lens focused on uncertainty and vulnerability. Her work identifies the importance of reframing teacher resistance as perceptions of risk and highlights implications for mitigating risks in change. She brings knowledge and skills in project management, leading change and collaborative inquiry. Dr. Fiona Ell is an Associate Professor and Head of Teacher Education at the University of Auckland. She has a background in elementary teaching and remains a registered teacher. Fiona's research centers on mathematics education and teacher professional learning, both before certification and afterwards. She has worked in Australia and New Zealand on schooling improvement projects, helping schools use the Spiral of Inquiry to improve the learning and wellbeing of their students. Fiona is interested in how teachers learn about the impact of their practice from considering the responses of their learners, especially when they work with marginalized communities. ?
Reviews
"Leading adult learning is difficult and many educators do not have the skills needed, nor do they know where to start. Our mental model of professional learning is skewed by years of substandard learning provided by well meaning leaders. This book will help build capacity for learning leaders to identify shortcomings and improve their craft."
-- Terri Iles, Executive Director, Learning Forward Texas
"Leading Powerful Professional Learning is a valuable resource to those responsible for designing and facilitating professional learning." -- Amy Colton. Executive Director , Learning Forward Michigan
"Leaders often are unaware of the scope of their responsibilities when it comes to professional learning. Leading Powerful Professional Learning's
diagrammatic and metaphoric way of presenting the content allows readers to access the book's content in a variety of different ways."
-- Joellen Killion, Senior Advisor, Learning Forward
"Most of what is currently available centers around professional learning for a specific content area (i.e. math, science, reading) but does not focus, in general, on the development, delivery, and evaluation of effective professional learning. Leading Powerful Professional Learning fills a void that currently exists for those of us charged with providing professional learning experiences." Leading Powerful Professional Learning Leading Powerful Professional Learning Leading Powerful Professional Learning -- Eric C. Lee, Director, Jacksonville State University Inservice Center
"Leading Powerful Professional Learning provides specific support for those leading professional learning, giving readers the option to read cover to cover or identify specific areas of focus and read those sections. The authors present a book that moves beyond the description of what professional learning is but would provide solid examples and support for those who are leading professional learning in their school and district."
-- Bryan McDonald, Assistant Professor, University of Central Missouri
Book Information
ISBN 9781544361451
Author Deidre M. Le Fevre
Page Count 160
Imprint Corwin Press Inc
Publisher SAGE Publications Inc
Weight(grams) 430g
