Kim Monkres – författare

Transform your teacher teams into the driving force of student success and collaboration with this practical, action-driven guide. A companion to Learning by Doing, this handbook delivers 15 essential actions that highly effective teams use to strengthen collaboration, clarify student learning goals, use assessments as powerful learning tools, and ensure every student gets the time and support they need to learn at high levels. This easy-to-read, conversational book provides the tools, strategies, and real-world insights teams need to boost student achievement.

Perfect for K–12 administrators, teachers, and instructional coaches, this book will help you: Build high-impact teams with 15 critical actions that drive student learningEstablish clear success criteria and assessment protocols to measure progressAccess practical tools and resources for every foundational aspect of collaborationStructure lessons effectively to support struggling students while challenging high achieversContinuously refine instructional practices using student results and team analysisContents:Introduction: The Promise of Highly Effective TeamsPart 1: Highly Effective Teams Have a Common FoundationChapter 1: Essential Action—Identify Team Roles, Norms, and ProtocolsChapter 2: Essential Action—Outline a Process for Addressing Personality Interference With TeamworkChapter 3: Essential Action—Analyze Achievement Data and Establish SMART GoalsChapter 4: Essential Action—Formally Evaluate the Team’s Effectiveness at Least Twice YearlyPart 2: Highly Effective Teams Focus on Learning for All StudentsChapter 5: Essential Action—Ensure Clarity on the Knowledge, Skills, and Dispositions Students Will AcquireChapter 6: Essential Action—Collectively Study Essential Learning and Clearly Define MasteryChapter 7: Essential Action—Establish Clear Criteria for Student Work and Continually Apply Those for ConsistencyChapter 8: Essential Action—Identify Prerequisite Knowledge and Skills Needed to Master Essential LearningChapter 9: Essential Action—Teach Students the Criteria We Use in Judging Their WorkChapter 10: Essential Action—Make Visible a Set of Exemplars for StudentsChapter 11: Essential Action—Use Short-Term Goal SettingChapter 12: Essential Action—Identify Course Content and Topics We Can Eliminate to Devote More Time to Essential CurriculumChapter 13: Essential Action—Agree How to Sequence Content and Pace the CourseChapter 14: Essential Action—Use Materials and Professional Expertise to Identify Instructional StrategiesPart 3: Highly Effective Teams Effectively Use Assessments and DataChapter 15: Essential Action—Use Team-Created Pretests to Assess Prerequisite Knowledge and SkillsChapter 16: Essential Action—Develop Common Formative Assessments for Frequent AdministrationChapter 17: Essential Action—Administer Common Formative Assessments Throughout a UnitChapter 18: Essential Action—Use Standardized Testing Data and District Benchmarks to Assess Strengths and WeaknessesChapter 19: Essential Action—Use Team Assessment Results to Identify Students in Need of Additional Time and SupportChapter 20: Essential Action—Use Assessment Results to Identify Strategies That Help More Students Master EssentialsPart 4: Highly Effective Teams Provide Extra Time and Support for LearningChapter 21: Essential Action—Develop Strategies and Systems to Help Students Acquire Prerequisite Knowledge and SkillsChapter 22: Essential Action—Create Flexible Time During Units to Provide Extra SupportChapter 23: Essential Action—Provide Regular Extensions to Students Working Beyond Grade LevelEpilogueReferences and ResourcesIndex