‘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
National School Reform Faculty
Become a more authentic educator by applying your personal values in your professional life!
Teachers and administrators can achieve professional growth by discovering who they are on the inside and using that knowledge to effectively meet challenges on the outside.
Developed through the authors′ extensive experience, this insightful resource presents a comprehensive model for fostering reflection, exploration, and action. The authors synthesize the work of great thinkers in education, including Michael Fullan, Parker J. Palmer, Thomas J. Sergiovanni, Lee G. Bolman, Terrence E. Deal, Robert Nash, and Peter M. Senge, and help educators:
- View professional challenges as opportunities to learn and grow
- Act with greater conviction and confidence
- Celebrate accomplishments
Teaching and Leading From the Inside Out provides vignettes, questions, and practical strategies for implementing individual and schoolwide practices to connect internal beliefs and aspirations to external action.
Table des matières
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
A propos de l’auteur
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.
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