Instructional Leadership: A Learning-Centered Guide

This text goes beyond traditional supervision books and assumes that teachers and principals must work as colleagues to improve teaching and learning in schools.

Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. This text addresses the critical aspects of the teaching-learning process―student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice.

Woolfolk / Hoy, Instructional Leadership: A Research Based Guide to Learning in Schools, 3e    (0205578446)

 

Traditional supervision in which the principal rates the effectiveness of teachers is an outmoded concept. This is the first text of its kind, written for principals and other instructional leaders to help them understand current theories of teaching and learning as well as the practical curriculum applications of these perspectives. This text uses a learning-centered approach that emphasizes making decisions that support student learning. The authors address the critical aspects of the teaching-learning process-student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. Each chapter is grounded in the latest research and theory in that area and provides specific suggestions for applying that knowledge to practice.

 

New to this edition:

o         Chapter 1 puts NCLB under a microscope to balance accountability and a supportive climate. The chapter includes a Point/Counterpoint asking, Has NCLB Been a Positive Force in Schools?

o         A new chapter on diversity with new sections on fostering student resilience, culturally relevant pedagogy, and student sexual orientation will help students work effectively in the era of NCLB.

o         A new chapter addresses student abilities and learning challenges, with new sections on emotional intelligence, autism spectrum disorders, and the decision-making process in assessing students to insure all students get the appropriate educational services. This chapter also includes a new A Principal’s Perspective and a Point/Counterpoint: Should Teachers Focus on Students’ Learning Styles?

o         Over 200 new studies and analyses are referenced, enriching the examination of the crucial topics in this text

 

Here’s what your colleagues are saying about this book:

 

“We’ve used this book for a number of years and because we like it so well we haven’t conducted a text review (of alternative texts) for this course. We are sold on this book and we plan to continue its use.”

Dr. Stephen Midlock, University of Saint Francis

 

“This is an excellent text. It is clear, well-organized and effectively presents the complexity of guiding instructors in the current school context. It is an extremely well-written, interesting, and balanced account of what we know to be true of teaching and learning. Beyond that, it accurately portrays the important conflicts of knowledge and beliefs within our profession that should serve as the framework through which we each develop our own reflective practice.”

Dr. Eric Glover, East TN State University