Accelerating student and staff learning : purposeful curriculum collaboration / Kay Psencik ; foreword by Stephanie Hirsh.

By:

Psencik, Kay

Material type:

Computer fileLanguage: English Edition: 1st EditionDescription: 1 online resource (xv, 172 p.)ISBN:

9781483350523

Subject(s):

DDC classification:

375.001

Online resources:

Electronic Book Resource

Summary: Written for primary and secondary school administrators and teacher leaders, 'Accelerating Student and Staff Learning' presents a model for professional development centred around conversations about curriculum. The author shows how school leaders can raise student performance by focusing the attention of professional learning communities (PLCs) on curriculum design. The book emphasizes the essential role of leaders in nurturing, inspiring, and challenging PLCs to engage in the critical work of curriculum design.

List(s) this item appears in: Education

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Holdings
Item type	Current library	Call number	URL	Status	Barcode
E-Book	Ranganathan Library	375.001 PSE (Browse shelf(Opens below))	Link to resource	Available	E00493

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Previous	375.001 ORN Curriculum : Foundations principles and issues /	375.001 ORN Curriculum : Foundations principles and issues /	375.001 PIN International Handbook of curriculum reseach /	375.001 PSE Accelerating student and staff learning : purposeful curriculum collaboration /	375.001 SEW Planning the primary nationalism curriculam : A complete guide for trainees and teachers /	375.001 SMI Educational development /	375.001 SOR The principal's guide to curriculum leadership /	Next

Written for primary and secondary school administrators and teacher leaders, 'Accelerating Student and Staff Learning' presents a model for professional development centred around conversations about curriculum. The author shows how school leaders can raise student performance by focusing the attention of professional learning communities (PLCs) on curriculum design. The book emphasizes the essential role of leaders in nurturing, inspiring, and challenging PLCs to engage in the critical work of curriculum design.

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