Details
The Next Education Workforce
How Team-Based Staffing Models Can Support Equity and Improve Learning Outcomes|
36,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 28.09.2022 |
| ISBN/EAN: | 9781475867275 |
| Sprache: | englisch |
| Anzahl Seiten: | 140 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<p><span>As a field, education has focused on changing teachers’ instructional knowledge and skills and the content that students learn. Yet, our education system is not reliably delivering quality learning experiences and outcomes for nearly enough people and communities. In </span><span>The Next Education Workforce: How Team-Based Staffing Models Can Support Equity and Improve Learning Outcomes</span><span>, Carole G. Basile, Brent W. Maddin, and R. Lennon Audrain argue that we need to redesign how schools organize educators and learners. The authors highlight how the normative one-teacher, one-classroom model underserves both learners and educators. They then make the case that, to achieve more equitable learning outcomes for students and better working conditions for teachers, schools should create teams of educators with distributed expertise that can deliver deeper and more personalized learning experiences for students.</span></p>
<p><span>This book then addresses practical steps for school and system leaders to take by outlining core elements of Next Education Workforce models, including new ways for educators to specialize and advance in the profession; offering concrete actions to help leaders navigate and facilitate sustainable systems change; and offering a provocative prescription of how teacher preparation, professional learning, and human resource systems will need to change to support team-based models.</span></p>
<p><span>This book then addresses practical steps for school and system leaders to take by outlining core elements of Next Education Workforce models, including new ways for educators to specialize and advance in the profession; offering concrete actions to help leaders navigate and facilitate sustainable systems change; and offering a provocative prescription of how teacher preparation, professional learning, and human resource systems will need to change to support team-based models.</span></p>
<p><span>The Next Education Workforce</span><span> argues that the one-teacher, one-classroom model is outdated and suggests that schools should create teams of educators with distributed expertise who can deliver deeper and personalized learning experiences to all students. Steps to achieve this include offering actions to help facilitate sustainable systems change.</span></p>
<p><span>Foreword by David Berliner</span></p>
<p><span>Preface</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Introduction</span></p>
<p><span>Section 1: Normal</span></p>
<p><span>Chapter 1. Normal</span></p>
<p><span>Section 2: Elements of the Next Education Workforce</span></p>
<p><span>Chapter 2. Teams of Educators and Distributed Expertise</span></p>
<p><span>Chapter 3. Delivering Deeper and Personalized Learning with Teams and Technology</span></p>
<p><span>Chapter 4. Entry, Specialization, and Advancement in the Next Education Workforce</span></p>
<p><span>Chapter 5. Approaching Equity in the Next Education Workforce</span></p>
<p><span>Chapter 6. The Next Education Workforce in Three School Models: Trogon Elementary, Quail High School, Redstart K-8</span></p>
<p><span>Section 3: Conditions to Launch and Sustain the Next Education Workforce</span></p>
<p><span>Chapter 7. School Leadership and Readiness for Change</span></p>
<p><span>Chapter 8. Transforming Teacher Preparation and Professional Learning for Teams</span></p>
<p><span>Chapter 9. Human Resource Systems to Support Team-Based Models</span></p>
<p><span>Chapter 10. Optimism and Systems Change</span></p>
<p><span>Bibliography</span></p>
<p><span>About the Authors</span></p>
<p><span>Preface</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Introduction</span></p>
<p><span>Section 1: Normal</span></p>
<p><span>Chapter 1. Normal</span></p>
<p><span>Section 2: Elements of the Next Education Workforce</span></p>
<p><span>Chapter 2. Teams of Educators and Distributed Expertise</span></p>
<p><span>Chapter 3. Delivering Deeper and Personalized Learning with Teams and Technology</span></p>
<p><span>Chapter 4. Entry, Specialization, and Advancement in the Next Education Workforce</span></p>
<p><span>Chapter 5. Approaching Equity in the Next Education Workforce</span></p>
<p><span>Chapter 6. The Next Education Workforce in Three School Models: Trogon Elementary, Quail High School, Redstart K-8</span></p>
<p><span>Section 3: Conditions to Launch and Sustain the Next Education Workforce</span></p>
<p><span>Chapter 7. School Leadership and Readiness for Change</span></p>
<p><span>Chapter 8. Transforming Teacher Preparation and Professional Learning for Teams</span></p>
<p><span>Chapter 9. Human Resource Systems to Support Team-Based Models</span></p>
<p><span>Chapter 10. Optimism and Systems Change</span></p>
<p><span>Bibliography</span></p>
<p><span>About the Authors</span></p>
<p><span>Carole G. Basile</span><span> is dean of the Mary Lou Fulton Teachers College at Arizona State University. </span><span>Brent W. Maddin</span><span> is executive director of the Next Education Workforce initiative in the Mary Lou Fulton Teachers College at Arizona State University. </span><span>R. Lennon Audrain</span><span> is a PhD student in educational policy and evaluation in the Mary Lou Fulton Teachers College at Arizona State University.</span></p>
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