10 mindframes for leaders the Visible Learning(R) approach to school success
The research is clear that quality leaders are second only to quality teachers in their impact on student achievement. But, what constitutes quality leadership? Viviane Robinson et al. (2008) concluded, among other things, that "leaders' impact on student outcomes will depend on the part...
| Otros Autores: | , |
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| Formato: | Libro |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks, Ca. [etc.] :
Corwin
2020 (cop. 2021)
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| Materias: | |
| Ver en Universidad de Navarra: | https://unika.unav.edu/discovery/fulldisplay?docid=alma991001134829708016&context=L&vid=34UNAV_INST:VU1&search_scope=34UNAV_TODO&tab=34UNAV_TODO&lang=es |
Tabla de Contenidos:
- Introduction: How we think about the impact of what we do is more important than focusing on what we do
- 1 "I am an evaluator of my impact on teacher/student learning"
- 2 "I see assessment as informing my impact and next steps"
- 3 "I collaborate with my peers and my teachers about my conceptions of progress and my impact"
- 4 "I am a change agent and believe all teachers/students can improve"
- 5 "I strive for challenge rather than merely 'doing my best'"
- 6 "I give and help students/teachers understand feedback and I interpret and act on feedback given to me"
- 7 "I engage as much in dialogue as in monologue"
- 8 "I explicitly inform teachers/students what successful impact looks like from the outset"
- 9 "I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others"
- 10 "I focus on learning and the language of learning"
- Conclusion Mindframes: Successful School Leaders' Why
