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Bestseller!

The Distance Learning Playbook for School Leaders

Leading for Engagement and Impact in Any Setting
The Distance Learning Playbook for School Leaders is the essential hands-on guide to leading school and school systems from a distance and delivering on the promise of equitable, quality learning experiences for students.

Full description


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071839843
  • Published By: Corwin
  • Year: 2020
  • Page Count: 152
  • Publication date: October 21, 2020

Price: $32.95

Price: $32.95
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Description

Description

Effective school leadership is effective leadership, regardless of where it occurs

In March 2020, there was no manual for leading schools and school systems during a pandemic. School leaders had to figure things out as the crisis unfolded. But starting now, leaders have the opportunity to prepare for leading schools through distance learning with purpose and intent—using what works best to accelerate students’ learning all the while maintaining an indelible focus on equity.

Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook for School Leaders applies the wisdom and evidence of the VISIBLE LEARNING® research to understand what works best. Spanning topics from school climate at a distance, leader credibility, care for self and colleagues, instructional leadership teams, stakeholder advisory groups, and virtual visibility, this comprehensive playbook details the research- and evidence-based strategies school leaders can mobilize to lead the delivery of high-impact learning in an online, virtual, and distributed environment.

This powerful guide includes:

  • Actionable insights and hands-on steps for each module to help school leaders realize the evidence-based leadership practices that result in meaningful learning in a distance environment
  • Discussion of equity challenges associated with distance learning, along with examples of how leaders can work to ensure that equity gains that have been realized are not lost.
  • Analysis of the mindsets that empower leaders to manage change, rather than technology
  • Space to write and reflect on current practices and plan future leadership strategies
  • The mindframes for distance learning that serve leaders well in any instructional setting and will position schools after the pandemic to come back better than they were before

The Distance Learning Playbook for School Leaders is the essential hands-on guide to leading school and school systems from a distance and delivering on the promise of equitable, quality learning experiences for students.

To purchase from an Authorized Corwin Distributor click here.


Key features

Features include:

  • actionable insights and hands-on steps for each module
  • evidence-based leadership practices
  • analysis of the mindsets that empower leaders to manage change
  • space to write and reflect on current practices and plan future leadership strategies
  • digital templates and resources available on companion website
Author(s)

Author(s)

Douglas Fisher photo

Douglas Fisher

Douglas Fisher, Ph.D., is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit and an Exemplary Leader award from the Conference on English Leadership of NCTE. He has published numerous articles on teaching and learning as well as books such as The Teacher Clarity Playbook, PLC+, Visible Learning for Literacy, Comprehension: The Skill, Will, and Thrill of Reading, How Tutoring Works, and How Learning Works. Doug loves being an educator and hopes to share that passion with others.

Nancy Frey photo

Nancy Frey

Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a member of the International Literacy Association’s Literacy Research Panel. Nancy has published in The Reading Teacher, Theory Into Practice, Reading Psychology, Early Childhood Education Journal, and Educational Leadership on research related to literacy, school leadership, and effective instruction. Current books include The Teaching Reading Playbook, Teaching Students to Drive Their Learning, Welcome to Teaching, and The PLC+ suite of books. In 2008 she was given the Early Career Achievement Award by the Literacy Research Association and is a member of the California Reading Hall of Fame. She is a credentialed special educator, reading specialist, and administrator in California, and is a co-founder and administrator at Health Sciences High and Middle College.

Dominique Smith photo

Dominique Smith

Dominique Smith, Ed.D. is Chief of Educational Services and Teacher Support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a Doctorate in Educational Leadership from San Diego State University with an emphasis on equity as well as a Master's degree in Social Work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk on building relationships between students and teachers.
John Hattie photo

John Hattie

John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,700 meta-analyses comprising more than 100,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.
Table of Contents

Table of Contents

Introduction


Chapter 1. School Climate at a Distance

Take Care of Yourself

Take Care of Your Colleagues

Leader Credibility

Instructional Leadership Teams

Stakeholder Advisory Groups

Virtual Visibility

The Feel of School

Chapter 2. Professional Learning at a Distance

Learning Beliefs at a Distance

Collaborative Inquiry Cycles

Input Training

Safe Practice

Virtual Learning Walks

Microteaching in Distance Learning

Personalized Professional Learning

Social Presence

Parent Education and Support

Chapter 3. Instructional Leadership at a Distance

Revisit School Goals in Light of Distance Learning

Align Goals to Expectations

Clarify Teacher Expectations

Ensure Culturally Sustaining Pedagogies

Use a Distance Learning Instructional Framework

Demonstrating in Distance Learning

Collaborating in Distance Learning

Coaching and Facilitating in Distance Learning

Practicing in Distance Learning

Chapter 4. Mindframes for Leaders From a Distance

I am an evaluator of my impact on teacher and student learning.

I see assessment as informing my impact and next steps.

I collaborate with my peers and my teachers about my conceptions of progress and my impact.

I am a change agent and I believe all teachers and students can improve.

I strive for challenge rather than merely doing my best.

I give and help students and teachers understand feedback and I interpret and act on feedback given to me.

I engage as much in dialogue as in monologue.

I explicitly inform teachers and students what successful impact looks like from the outset.

I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.

I focus on learning and the language of learning.

References


Index


About the Authors


Reviews

Reviews

Price: $32.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

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