Administrative and Organizational Support for Substantive Teacher Talk: Lessons from Early-Career Teachers in Two Midwestern Districts

Autor/inn/en	Evert, Kimberly; Ellefson, Nicole; Hadlock, Benjamin
Titel	Administrative and Organizational Support for Substantive Teacher Talk: Lessons from Early-Career Teachers in Two Midwestern Districts
Quelle	In: Leadership and Policy in Schools, 21 (2022) 3, S.423-439 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1774782
Schlagwörter	Mathematics Instruction; Lesson Plans; Leadership Responsibility; Cooperative Planning; Teacher Collaboration; Expectation; Meetings; Elementary School Teachers; Communities of Practice; Principals; Administrator Role; Group Discussion; Beginning Teachers; Curriculum Development + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Expectancy; Erwartung; Meeting; Tagung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Community; Principal; Schulleiter; Gruppendiskussion; Junior teacher; Junglehrer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	External accountability pressures force school leaders to examine how they support effective teacher practice. Providing collaborative work time to evaluate student performance and plan for future teaching has been a common strategy to support teacher practice. We assess how teachers from two districts with differently-structured curricular policies talked about mathematics lesson planning. This analysis reveals three concrete steps that school leaders can take to support teachers in ways that encourage more substantive collaborative planning: provide guidance related to curricular materials and sequencing of topics; define expectations governing content of meetings; and specify how teachers should prepare for formal meetings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01