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.
表中的内容
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
关于作者
John Hattie, Ph D, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2, 100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred 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.
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