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| Foreword | |
| Introduction | |
| Set Big Goals | |
| Foundations of Effective Goal Setting | |
| Inspiring Strong Results with Measurable Outcomes | |
| Inspiring High Performance with High Expectations | |
| Leading with Students' Needs and Interests | |
| Inside the Minds of Great Goal-Setters: The Qualities of Effective Big Goals | |
| What Measurable Academic Progress... MORE | |
| What Traits and Mindsets Will Best Serve My Students? | |
| What Pathways to Student Opportunity Should Inform My Big Goal? | |
| What Student Interests and Motivations Could Shape the Big Goal? | |
| Conclusion: Key Ideas and Next Questions | |
| ôWhy Do People Set Big Goals?": From the Ms. Lora Story | |
| Invest Students and Their Families | |
| Two Key Elements of Investment | |
| Shaping Students' Mindsets: ôI Can" and ôI Want" | |
| Collaborating With Students' Families and Influencers | |
| Strategies for Investing Students | |
| Creating a Welcoming Environment to Increase Student Investment | |
| Developing a Culture of Achievement | |
| Investing Students through Instruction and Learning | |
| Conclusion: Key Ideas and Next Questions | |
| ôWhat If You're Wrong?": From the Ms. Lora Story | |
| Plan Purposefully | |
| The Foundation of Purposeful Planning | |
| Developing Your Vision of Success | |
| Translating Your Vision Into a Well-Designed Assessment | |
| Mapping Out a Vision-Aligned Plan | |
| Three Forms of Classroom Plans | |
| Long-term Planning: Year-long and Unit Plans | |
| Lessons Plans | |
| Classroom Management Plans | |
| Conclusion: Key Ideas and Next Questions | |
| ôIt Still Tastes Good": From the Ms. Lora Story | |
| Execute Effectively | |
| Three Key Elements of Effective Execution | |
| Doing Well What Must Be Done | |
| Insisting on Seeing Reality | |
| Adjusting Course as Circumstances Change | |
| What Effective Execution Looks Like in the Classroom | |
| Effectively Communicating Key Ideas | |
| Coordinating Student Practice | |
| Checking For Understanding | |
| Tracking Progress | |
| Maximizing Efficiency with Organization and Routine | |
| Asserting Authority | |
| Conclusion: Key Ideas and Next Questions | |
| ôLight Monitor. Form Collector. Plant Manager.": From the Ms. Lora Story | |
| Continuously Increasing Improvement | |
| Foundations of Continuous Improvement | |
| Effective Teaching is a Learnable Skill | |
| ôIn God We Trust. Everyone Else Bring Data." | |
| We Drive Our Own Improvement | |
| No Teacher is an Island | |
| A Cycle of Reflection that Leads to Increased Effectiveness | |
| Conclusion: Key Ideas and Next Questions | |
| ôThis Was My Summer School Seat.": From the Ms. Lora Story | |
| Working Relentlessly | |
| We Control Our Students' Success and Failure | |
| Working Relentlessly in Action | |
| Persistence | |
| Maintaining High Expectations | |
| Expanding Time and Resources | |
| Expanding Your Influence | |
| Sustaining this Work Over Time | |
| Conclusion: Key Ideas and Next Questions | |
| ôYou Are Going to be Totally Handsome in them." From the Ms. Lora Story | |
| Afterword | |
| About the Authors | |
| Teaching As Leadership Rubric | |
| About Teach For America | |
| Our Approach to Teacher Development | |
| How We Learn From Our Teachers | |
| Teacher Index | |
| Endnotes | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |