Acknowledgments
Preface
1. Teaching and Leading From the Inside Out
Authenticity
2. Inside Reflections: Who We Are and How We See Ourselves
3. Outside Manifestations: Nurturing Authenticity and Integrity
Agency
4. Inside Connections: Commitment and Collaboration
5. Outside Actions: Agency, Efficacy, and Advocacy
Appreciation
6. Inside Inspirations: The Spirit of Teaching and Leading
7. Outside Perspectives: Professional Appreciation and
Celebration
Afterword: Integrating Our Personal and Professional Selves
References
Figures
Index
Judy F. Carr teaches half-time in the Educational Leadership
Program at the University of South Florida Sarasota-Manatee. She is
also codirector of the Center for Curriculum Renewal, a consultant,
facilitator, professional development specialist, workshop
presenter, and program evaluator with educators and policy makers
in the US, Canada, and the Caribbean. She is coauthor or coeditor
of the following books: A Pig Don’t Get Fatter the More You Weigh
It: Balancing Classroom Assessment; Creating Dynamic Schools
Through Mentoring, Coaching, and Collaboration; Succeeding with
Standards: Linking Curriculum, Assessment, and Action Planning; How
to Use Standards in the Classroom; Integrated Studies in the Middle
Grades: Dancing Through Walls; and Living and Learning in the
Middle Grades: The Dance Continues: A Festschrift for Chris
Stevenson.
Carr has expertise in K-12 curriculum, instruction, and assessment;
standards-based education reform; design of professional
development materials and processes; systems change implementation
with leadership teams in school districts and state agencies; and
middle grades education. She has been a middle school teacher and a
K-12 curriculum director. She was the recipient of the second
annual Vermont ASCD Curriculum Leadership Award. Janice R. Fauske,
upon earning her B.A. in English with a secondary teaching
endorsement, began her career as a seventh grade English
teacher in a rural, economically deprived school district in
Virginia. After earning an M.S.Ed. in Reading Psychology, she
taught special education in an inner city school district and later
moved to college teaching at a small Virginia college. She earned
an Educational Specialist degree in Higher Education at College of
William and Mary, and later completed her Ph.D. in Educational
Administration at University of Utah. Before joining the USF
faculty as associate professor in Educational Leadership and Policy
Studies, Dr. Fauske worked as the Assistant Commissioner for
Academic Affairs at the Utah State Board of Regents, as a faculty
member and administrator at Weber State University, as founding
Dean of the School of Education at Westminster College, and
associate professor and Doctoral Advisor in Educational Leadership
and Policy at the University of Utah.
Janice’s teaching expertise includes teaching and learning for
school leaders, leadership, organizational change, and qualitative
research methods. Research interests include organizational
learning and change, effects of collaborative governance on
teaching and learning in schools, and teaching in educational
administration programs. Recent publications include “Collaboration
to Strengthen Classroom Assessment,” in P. Jones, R. Ataya, and J.
Carr (Eds.), A Pig Don′t Get Fatter the More You Weigh It:
Balancing Assessment for the Classroom; “Organizational Theory in
Schools” in the Journal of Educational Administration, and
“Theories of collaboration in education” in the Encyclopedia of
Educational Leadership and Administration.
Stephen Rushton is an Associate Professor in the Childhood
Education Department at the University of South Florida
Sarasota-Manatee, and he has been teaching for USF for the last
eight years. He supervises student teachers and teaches courses in
research, elementary education methods, and the writing process.
Dr. Rushton previously taught elementary education for twelve years
in Ontario, Canada, and Oakridge, Tennessee. He conducts research
on teacher effectiveness, brain-research, and personality types
using the Myers-Briggs Personality Inventory. He received his B.Sc.
and B.Ed. from Queen′s University in Canada and his M.S. and Ph.D.
from the University of Tennessee, where he is presently the
Coordinator for the Masters of Arts in Teaching program.
"Rhythmic, purposeful, and extremely rare! An inspiration for
teachers and leaders, written by teachers and leaders
with an intuitive grasp of who we are and what we can become!"
*Lynn Currier, Literacy Specialist*
"Moral schools are founded on authenticity, integrity, and
democracy. This is an essential guide for educators who are
committed to closing the gap between what we believe and what we do
as teachers and leaders."
*Daniel Baron, Co-director and Senior Fellow*
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