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Author:   Peter Grootenboer ,  Christine Edwards-Groves ,  Karin Rönnerman
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.274kg
ISBN:  

9780367460006

ISBN 10:   0367460009
Pages:   154
Publication Date:   26 March 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Acknowledgements Foreword: Middle Leadership: Leading Professional Learning Leading from The Middle: Words from a Middle Leader Chapter 1: Leading from The Middle Chapter 2: Practices and Practice Architectures of Middle Leading Chapter 3: School-Based Professional Learning and Development Chapter 4: Relating, Trust and Dialogic Practice in Middle Leading Chapter 5: Evidence Informed Development Chapter 6: Middle Leading in Practice: Criticality and Impact in Schools Chapter 7: Middle Leading as a Practice Changing Practice Appendix 1: Facilitating Teacher Reflection: Questions and Strategies Appendix 2: Interactive Strategies for Facilitating Focused Reflection, Rich Discussion and Critical Thinking Appendix 3: Questions to Guide Evidentiary Talk in Professional Learning Conversations and for Individual Self-Reflection Appendix 4: Conversation Transcription Conventions Appendix 5: Supporting A Dialogic Approach: An Example from the Field - Teacher Reflection Questions Appendix 6: Learning Together through Action-oriented Professional Learning: A Guide to Collaborative Peer Coaching in the Classroom Setting

Reviews

This is the book I have missed! You know that you have missed some books, the first time you read them. For me this is such a book. From my experiences of having worked as a middle leader for teacher development for the last two decades, I am more convinced than ever that for professional and school-based development to be sustained means recognising the interplay between teachers' past, present and the future practices. This means that professionals, like middle leaders, need methods, models and theories that help them to develop the competencies needed to do this work. This guidance and support is presented in this book. Dr Lisbeth Gyllander Torkildsen, Director of Quality and Development Department, Malmoe, Sweden. Middle leaders are the silent, at times overlooked leaders and administrators of professional learning and classroom practice. This book places them at the centre of the action in schools, as agents of professional learning who lead practice through action research. They are the players and the risk takers. This book is rich with vignettes that provide us with the evidence of practice we need as researchers and practitioners to celebrate the importance of middle leading in the life of the school. Unpacking these rich examples of practice using the theory of practice architectures, with additional resources, Grootenboer, Edwards-Groves and Roennerman show us how and why middle leading matters, and what to do next. Dr Christine Grice, Christine Grice, Lecturer, Educational Leadership Sydney School of Education and Social Work, The University of Sydney, Australia

This is the book I have missed! You know that you have missed some books, the first time you read them. For me this is such a book. From my experiences of having worked as a middle leader for teacher development for the last two decades, I am more convinced than ever that for professional and school-based development to be sustained means recognising the interplay between teachers' past, present and the future practices. This means that professionals, like middle leaders, need methods, models and theories that help them to develop the competencies needed to do this work. This guidance and support is presented in this book. Dr Lisbeth Gyllander Torkildsen, Director of Quality and Development Department, Malmoe, Sweden. Middle leaders are the silent, at times overlooked leaders and administrators of professional learning and classroom practice. This book places them at the centre of the action in schools, as agents of professional learning who lead practice through action research. They are the players and the risk takers. This book is rich with vignettes that provide us with the evidence of practice we need as researchers and practitioners to celebrate the importance of middle leading in the life of the school. Unpacking these rich examples of practice using the theory of practice architectures, with additional resources, Grootenboer, Edwards-Groves and Roennerman show us how and why middle leading matters, and what to do next. Dr Christine Grice, Christine Grice, Lecturer, Educational Leadership Sydney School of Education and Social Work, The University of Sydney, Australia

Author Information

Peter Grootenboer was a school teacher and middle leader for 12 years before moving into the tertiary sector. He received a national Jim Campbell Award for teaching excellence. He is now a Professor in Education at Griffith University. Christine Edwards-Groves is Associate Professor at Charles Sturt University, Australia. She researches classroom interaction, dialogic pedagogies and professional learning, and is especially interested in practice theory. Karin Rönnerman is a professor in Education at the University of Gothenburg. Her research is in the field of action research connected to professional learning and development of practices through middle leading.

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