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This comprehensive and authoritative book serves as the road map to your school's professional development journey. Written for principals, professional development directors, other district leaders, and teacher leaders, "Professional Development: What Works" shows you how to plan and implement programs that promote teacher growth. Full of helpful case studies, useful resources, and templates, this book guides you in creating an effective, job-embedded professional development program that moves ideas to action. Special features in this revised edition include: (1) Revised discussion on supporting and providing learning opportunities for adults; (2) New "Cases from the Field" and "Notes from the Field" amplify best practices and serve to narrow the gap between research and practice; (3) Updated and expanded coverage of professional job-embedded learning helps leaders keep pace with advancements; and (4) Suggested readings support digging deeper into topical areas found within the chapters. [For the second Edition, see ED530133.]

Conversations between administrators and teachers take place every day, for many reasons, but what can we do to elevate them so that they lead to better professional relationships, more effective school leaders and teachers, and improved learning for students? "C.R.A.F.T. Conversations for Teacher Growth" offers the answer, demonstrating how exchanges that are clear, realistic, appropriate, flexible, and timely can be transformational. The authors explain how C.R.A.F.T. conversations support leaders' efforts in four "cornerstone" areas: Building Capacity, Invoking Change, Promoting Collaboration, and Prioritizing Celebration. With this foundation in place, they offer explicit guidance for developing the skills necessary to move through all components of a C.R.A.F.T. conversation: planning, opening, engaging, closing, reflecting, and following up. Extended vignettes featuring administrators and teachers bring each component to life, illustrating how focused efforts on improving how we communicate and build relationships can help schools achieve their goals and become places where adults--and students--thrive.

"The Wiley Handbook of Educational Supervision" offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today's schools. This important resource: (1) Describes supervision in a historical context; (2) Includes a review of adult learning and professional community; (3) Reviews new teacher preparation and comprehensive induction systems; (4) Contains perspectives on administrative feedback, peer coaching, and collaboration; (5) Presents information on professional development and job-embedding learning; and (6) Examines policy and implementation challenges in teacher evaluation. Written for researchers, policy analysts, school administrators and supervisors, "The Wiley Handbook of Educational Supervision" draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision. This book contains the following chapters: (1) Introduction (Sally J. Zepeda and Judith A. Ponticell); (2) A Policy and Political History of Educational Supervision (W. Kyle Ingle and Jane Clark Lindle); (3) Foundations of Adult Development and Learning: Implications for Educational Supervision (Stephen P. Gordon and Jovita M. Ross-Gordon); (4) Theories of Professions and the Status of Teaching (Pamela Martin Fry); (5) Job-embedded Learning: How School Leaders Can Use Job-embedded Learning as a Mechanism for School Improvement (Kirsten Lee Hill and Laura M. Desimone); (6) Instructional Supervision in an Era of High-Stakes Accountability (Lance D. Fusarelli and Bonnie C. Fusarelli); (7) Accountability, Control, and Teachers' Work in American Schools (Richard M. Ingersoll and Gregory J. Collins); (8) Coming to Understand the Wicked Problem of Teacher Evaluation (Helen M. Hazi); (9) Discretion and Trust in Professional Supervisory Practices (Megan Tschannen-Moran and Christopher R. Gareis); (10) Managing Collaborative Inquiry for Continuously Better Practice: A Cross-industry Perspective (Jane G. Coggshall, Catherine Jacques, and Judith Ennis); (11) Observation, Feedback, and Reflection (Judith A. Ponticell, Sally J. Zepeda, Philip D. Lanoue, Joyce G. Haines, Albert M. Jimenez, and Atakan Ata); (12) Teacher Mentoring in Service of Beginning Teachers' Learning to Teach: Critical Review of Conceptual and Empirical Literature (Jian Wang); (13) Peer Coaching in Education: From Partners to Faculties and Districts (Bruce Joyce and Emily F. Calhoun); (14) From Supervision to "Super Vision": A Developmental Approach to Collaboration and Capacity Building (Eleanor Drago-Severson and Jessica Blum-DeStefano); (15) Encouraging Reflective Practice in Educational Supervision Through Action Research and Appreciative Inquiry (Jeffrey Glanz and Revital Heimann); (16) National Policy/Standards: Changes in Instructional Supervision Since the Implementation of Recent Federal Legislation (Fred C. Lunenburg); (17) Teacher Performance Assessments Mandated During the Duncan Era (Caitlin McMunn Dooley, Stephen J. Owens, and Mark Conley); (18) Principal Supervisors and the Challenge of Principal Support and Development (Laura K. Rogers, Ellen Goldring, Mollie Rubin, and Jason A. Grissom); (19) The Principal: Building the Future Based on the Past (Mary Lynne Derrington); (20) Necessity Is the Mother of Re-invention: Making Teaching Excellence the Norm through Policy and Established Clinical Practice (Nancy L. Zimpher and Jessica Fisher Neidl); (21) Improving Teacher Practice-based Knowledge: What Teachers Need to Know and How They Come to Know It (Diane Yendol-Hoppey, Jennifer Jacobs, and Rebecca West Burns); (22) Shaping the School-wide Learning Environment Through Supervisory Leadership (Erin Anderson and Diana G. Pounder); (23) High-performing Teachers, Student Achievement, and Equity as an Outcome of Educational Supervision (Kendall Deas); (24) Supervisory Identity: Cultural Shift, Critical Pedagogy, and the Crisis of Supervision (Noelle Arnold); and (25) Conflicts, Convergence, and Wicked Problems: The Evolution of Educational Supervision (Judith A. Ponticell and Sally J. Zepeda).

In the updated third edition of this highly successful book, leadership expert, Sally Zepeda offers savvy advice to both new and seasoned principals and assistant principals. You get practical tools and strategies, along with real-world examples to help you improve teacher effectiveness and boost student achievement. This edition features valuable resources for teacher evaluation and professional development programs, including: (1) Tools and procedures for conducting classroom observations and pre- and post-observation conferences; (2) How-to steps for assessing the culture and climate of your school; (3) Strategies to address marginal teaching; and (4) Techniques to support adult learning and professional development.

This top-selling book will serve as the compass and road map to your school's professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional development program that moves ideas from knowledge to action. Topics include: (1) Learning Communities; (2) Job-Embedded Learning; (3) Coaching; (4) Teacher Study Groups; (5) Critical Friends; (6) Lesson Study; (7) Portfolios; and (8) And more! Additionally, this book features helpful case studies, useful forms and templates, sample agendas, and other invaluable resources for professional development. The second edition contains the following enhancements: (1) Expanded coverage of job-embedded learning, which is a cost-effective way for administrators to enhance professional development with their staff; (2) More information on the theoretical grounding of professional development with applications that can be readily adapted for use in schools; (3) Updated references and figures to reflect newly published literature on the topics covered; and (4) User-friendly tabs, so you can find and return to your favorite sections time after time.

Very few people would disagree that the work of the principal is multifaceted, hectic, and fraught with uncertainties, and given the ongoing press for accountability, the very work of the principal as instructional leader is shifting to ensure "results." There are myriad day-to-day activities that take principals away from the important work of instructional leadership because these activities need administrative detail and attention to ensure the overall effective management of the school. However, no matter how important this "other" work is, Hoy and Hoy (2006) assert, "Schools are about teaching and learning; all other activities are secondary to these basic goals" (p. 1). This handbook examines the work that must be accomplished by principals, as the instructional leaders of their schools. Very specifically, this book provides examination of learning and leading in the areas of developing a vision and culture that supports the supervision of the instructional program, professional development, and other processes to help teachers further develop their teaching. However, the concepts and tools presented in this book can assist all school personnel who coach and mentor teachers in the pursuit of improving instructional practices. The principal must be in a position to promote continuous learning and development of teachers who are challenged to teach students to higher standards of accountability. Tirozzi (2001) indicates, "The principals of tomorrow's schools must be instructional leaders who possess the requisite skills, capacities, and commitment to lead the accountability parade, not follow it". To accept this challenge, principals will need to be able to: set the tone for their buildings; facilitate the teaching and learning process; provide leadership and direction to their schools' instructional programs and policies; spend significantly more time evaluating staff and mentoring new teachers; sustain professional development for themselves and their staff members; and nurture personalized school environments for all students. Instructional leaders are about the business of making schools effective by focusing their attention, energy, and efforts toward student learning and achievement by supporting the work of teachers. To accomplish this critically important work, principals who want to be instructional leaders need to delve into the parts that support working with teachers to improve their instructional practices. Following introductory material in Chapter 1, the chapters in this book examine: (Chapter 2) Vision and School Culture; (Chapter 3) The Connection between Supervision, Professional Development, and Teacher Evaluation; (Chapter 4) Informal and Formal Classroom Observations; (Chapter 5) Preobservation Conferences; (Chapter 6) Extended Classroom Observations and Data Collection Instruments; (Chapter 7) The Postobservation Conference; and (Chapter 8) Final Thoughts. For ease in using this book as a handbook for instructional leadership, the content of each chapter is highlighted. Within each chapter, research and concepts are highlighted, but more importantly, suggestions for implementation along with the tools to apply research into practice are provided.

The first edition of this book was highly regarded by both professors and students for its practicality and its: (1) coverage of tools & strategies to help supervisors work effectively with teachers; (2) up-to-date approach to clinical supervision which includes teacher portfolios, action research, peer coaching, and other innovative practices; and (3) authentic case studies, classroom examples, field experiences, prompts for reflection, and pragmatic tips. The second edition retains all of these features and goes further by offering: (4) a comprehensive collection of classroom observation tools; (5) a new chapter on confronting marginal teaching; (6) expanded coverage of professional development and its link to teacher evaluation; and (7) extended ELCC-based self-assessment activities for students to help them master the entire cycle of clinical supervision and the development of professional growth plans.

The school principal has a key role in working with teachers to enhance the school as a learning community. Chapter 1 discusses the standards that emanate from such organizations as the National Staff Development Council (NSDC) and National Council for Accreditation of Teacher Education (NCATE) and that serve as a basis for designing staff development initiatives. Chapter 2 focuses on the role of the principal as an instructional leader in providing opportunities for staff development. Chapter 3 focuses on the unique needs of adult learners and on how the principal can set the conditions that provide more appropriate staff development opportunities for teachers. Chapter 4 focuses on building learning communities for adults. Chapter 5 explores job-embedded learning and its essential ingredients: relevance, transfer of practice, time, and feedback. Chapter 6 describes the most commonly utilized staff development models and the processes inherent in them. Chapter 7 focuses on evaluating the results of staff development to assess these efforts and to assist in modifying and planning future staff development activities that will unify prior and future initiatives. Chapter 8 deals with the thorny issues surrounding funding and resource allocation. Most chapters have "Notes from the Field," a detailed "Case Study from the Field," and suggested readings. (Contains 167 references.) (RT)