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A comprehensive set of tools for achieving lasting results and sustaining a professional learning community!
To help sustain the ongoing success of professional learning communities, this comprehensive resource provides an illustrated collection of ready-to-use tools and examples of plans in action for results-oriented faculty and staff meetings. Demonstrating how to use each of the 61 strategies, the authors show you how to:
- Create a growth-oriented climate that encourages feedback and builds trust
- Share knowledge and skills to expand and optimize results
- Build resilience, develop creative solutions, and manage change
- Determine priorities and create excellence when setting goals, tying data to practice, and analyzing results
- Sales Rank: #369462 in Books
- Brand: Corwin
- Published on: 2007-01-09
- Original language: English
- Number of items: 1
- Dimensions: 10.75" h x 8.28" w x .75" l, 1.45 pounds
- Binding: Paperback
- 280 pages
- Create and sustain a growth - oriented climate that encourages feedback and builds trust.
- Share knowledge and skills to expand and optimize results.
- Build resilience, develop creative solutions, and manage change.
- Determine priorities and create excellence when goal setting, tying data to practice, and analyzing
- Title - Teacher Teams That Get Results.
Review
"I enjoyed reading Teacher Teams That Get Results and anticipate using some of the activities with groups that I facilitate." (Terry Crawley, Coordinator for School Planning and Professional Development 2006-06-01)
"Excellent introduction integrates the 5 'theaters of the mind' in a brief and coherent way. I have not seen this done as well in other educational books." (Christelle Estrada, Director of Professional Development Services 2006-06-01)
"Ready-to-use templates and clear instructions make this material user-friendly. Provides respected sources and a range of examples and applications. Especially helpful is the cross-reference matrix showing how a strategy can be used in more than one area." (William Osman, President 2006-07-19)
"Provides flexible and relevant strategies that educational leaders can use to create a structure for meaningful conversations and moving forward in the sometimes messy business of learning communities. This book provides the nuts and bolts of getting to the big picture―something that's been needed for a while. My colleagues and I will find this guide useful in our quest to improve student learning." (Kim Bailey, Director of Staff Development 2007-02-02)
"This fits so well with work we are presently doing, and I am so pleased to see the brain research and practical strategies reflected everywhere! The authors' approach to teacher teams has been at the heart of the work I’ve been doing for the past 8 years with schools and leadership teams." (Kerry Bailey, Literacy Consultant 2007-03-28)
"A remarkable volume by two authors who understand what a collaborative school is and how to make it work. This is a must-purchase. It is a book to use and use and use, and it is a solution to administrators who dream of a collaborative culture replacing a political, warring, and insular climate." (Teacher Librarian, June 2007 2007-11-07)
About the Author
Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.
Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin.
She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles:
• Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich)
• Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman)
• Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013)
• Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman)
• Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon)
• Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich)
• Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich)
• Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman)
• Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005)
• The Activities for Differentiated Classroom series (2007, with Carolyn Chapman)
She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).
Gayle consults internationally with teachers, administrators, and staff developers.
She and her family of two daughters and two granddaughters all reside in Burlington, Ontario.
Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.
Lin Kuzmich, of KCS, Inc., is an educational consultant, professor, and author from Loveland, CO. She served the Thompson School District in several roles as the assistant superintendent, executive director of secondary and elementary instruction, director of professional development, and a building principal. Her school was named a 2000 winner of the John R. Irwin Award for Academic Excellence and Improvement. In addition, for the past decade she has been involved in staff development through several universities and the Tointon Institute for Educational Change. Kuzmich is an adjunct professor at both Colorado State University and University of Northern Colorado. She is a senior consultant for the International Center for Leadership in Education, has provided training and consulting to school districts around the country, and has presented at numerous national conferences.
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