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Teaching as Leadership
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Table of Contents

Foreword by Jason Kamras xi Introduction 1 Chapter 1: Set Big Goals 15 Foundations of Effective Goal Setting 18 Inspiring Strong Results with Measurable Outcomes 19 Inspiring High Performance with High Expectations 26 Leading with Students? Needs and Interests 36 The Qualities of Effective Big Goals in Action 37 What Measurable Academic Progress Should My Students Achieve? 41 What Traits and Mindsets Will Best Serve My Students? 44 What Pathways to Student Opportunity Should Inform My Big Goal? 45 What Student Interests and Motivations Could Shape the Big Goal? 46 Conclusion: Key Ideas and Next Questions 48 Key Ideas 48 Next Questions 49 ?Why Do People Set Big Goals?? from Ms Lora?s Story 50 Chapter 2: Invest Students and Their Families 53 Key Elements of Investment 57 Shaping Students? Mindsets 57 Collaborating with Students? Families and Influencers 62 Strategies for Investing Students 72 Creating a Welcoming Environment to Increase Student Investment 72 Developing a Culture of Achievement 84 Investing Students Through Instruction and Learning 98 Conclusion: Key Ideas and Next Questions 102 Key Ideas 102 Next Questions 103 ?What If You?re Wrong?? from Ms Lora?s Story 105 Chapter 3: Plan Purposefully 107 Foundations of Purposeful Planning 110 Developing Your Vision of Success 111 Translating Your Vision into a Well-Designed Assessment 112 Mapping Out a Vision-Aligned Plan by Imagining Yourself Implementing It 115 Three Forms of Classroom Plans 119 Long Term Plans 119 Lesson Plans 123 Classroom Management Plans 135 Conclusion: Key Ideas and Next Questions 137 Key Ideas 138 Next Questions 139 ?It Still Tastes Good? from Ms Lora?s Story 140 Chapter 4: Execute Effectively 143 Key Elements of Effective Execution 146 Doing Well What Must Be Done 146 Insisting on Seeing Reality 148 Adjusting Course as Circumstances Change 150 What Effective Execution Looks Like in the Classroom 152 Effectively Communicating Key Ideas 152 Coordinating Student Practice 153 Checking for Understanding 154 Tracking Progress 158 Maximizing Efficiency with Organization and Routine 161 Asserting Authority 163 Conclusion: Key Ideas and Next Questions 167 Key Ideas 168 Next Questions 169 ?Light Monitor Form Collector Plant Manager? from Ms Lora?s Story 170 Chapter 5: Continuously Increase Effectiveness 173 Foundations of Continuous Improvement 175 Effective Teaching Is a Learnable Skill 175 ?Data may not tell us the whole truth, but it certainly doesn?t lie? 177 We Drive Our Own Improvement 178 No Teacher Is an Island 179 A Cycle of Reflection That Leads to Increased Effectiveness 182 Phase One: Analyzing Outcomes 183 Phase Two: Discerning Causes 185 Phase Three: Identifying and Implementing Solutions 191 Conclusion: Key Ideas and Next Questions 192 Key Ideas 192 Next Questions 193 ?This Was My Summer School Seat? from Ms Lora?s Story 194 Chapter 6: Work Relentlessly 197 We Control Our Students? Success and Failure 198 Key Elements of Working Relentlessly 200 Persistence 200 Maintaining High Expectations 202 Expanding Time and Resources 206 Expanding Your Influence 209 Sustaining This Work Over Time 217 Conclusion: Key Ideas and Next Questions 223 Key Ideas 223 Next Questions 225 ?You Are Going to Be Totally Handsome in Them? from Ms Lora?s Story 226 Conclusion 227 Afterword: Teaching As Leadership and the Movement for Educational Equity by Wendy Kopp 231 Appendix A: Teaching As Leadership Rubric 237 Appendix B: About Teach For America 269 Appendix C: Our Approach to Teacher Development 273 Appendix D: How We Learn from Our Teachers 285 Teacher Biographies 291 Notes 317 About the Author 328 Acknowledgments 329 Index 331

About the Author

Steven Farr leads Teach For America?s efforts to discern what distinguishes teachers whose students in low-income communities achieve dramatic academic growth. Those findings inform the organization?s teacher selection, training, and support. Farr also works to build the organization?s knowledge by learning from and sharing with other organizations working toward educational equity.

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"Teaching as Leadership demonstrates a commitment to and professional endorsement of the power of teachers. Farr's book speaks to the moral, ethical, and economic imperative to effect improved achievement for all students, not just some. This is a must-read for anyone at any level of our education system, including those who are preparing to revise and reauthorize NCLB." (Huffington Post, March 1, 2010)

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