Product Description

The authors offer a practical, time-saving supervision method that impacts student achievement by cultivating self-reliant teachers who are continually improving their practice.

Product Details

• Amazon Sales Rank: #58825 in Books
• Published on: 2004-04-20
• Original language: English
• Number of items: 1
• Binding: Paperback
• 224 pages

Features

• ISBN13: 9780761929673
• Condition: NEW
• Notes: Brand New from Publisher. No Remainder Mark.
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Review
"The book is easy to read and easy to understand. The information is practical and provides an excellent resource for administrators who are truly interested in improving instruction." (Edward Chevallier, Executive Director, Curriculum & Staff Development )

About the Author
William K. Poston Jr. is an emeritus professor of educational leadership and policy studies at Iowa State University in Ames, Iowa. Poston is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits in the United States and other countries. He has written 13 books and over 40 journal articles, and he served as a superintendent for 15 years in Tucson and Phoenix-Tempe in Arizona and in Billings, Montana. He is a past international president of Phi Delta Kappa. He received his bachelor of arts from the University of Northern Iowa and his educational specialist and doctor of education degrees from Arizona State University.

Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her PhD from Arizona State University.

Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of Pittsburgh.

Fenwick W. English is currently the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. Formerly he served as a program coordinator, department chair, dean, and vice-chancellor of academic affairs, the latter two positions in the Purdue University system at Fort Wayne, Indiana. As a K-12 practitioner, he has been twice a superintendent of schools in New York, an assistant superintendent of schools in Florida, and a middle school principal in California. He also had a stint as an associate executive director of AASA, and decade-long as a curriculum consultant to NASSP. He also served on the UCEA Executive Committee and was president of UCEA 2006-07. He is the author or co-author of over 25 books in education.

Larry E. Frase is Professor of Organizational Psychology at San Diego State University. He has sixteen years of experience in school administration, including six years as assistant superinten­dent and eight as superintendent. He completed his M.A. and his Ph.D. at Arizona State University. He has published forty articles   About the Authors xix   in state and national journals and is currently working on articles ranging from school board reform to teacher motivation. School Management by Wandering Around (1990) is being used in graduate courses and by prac­ticing school administrators. He is co­author with Streshly of The Top Ten Myths in Education (2000). He has served as a speaker and/or consultant for more than seventy-five state and national conferences, school districts, and universities. He has received nu­merous honors and awards at profes­sional conferences. He was selected as one of the Top One Hundred School Administrators in the United States in 1985 by the National School Board Association and the American Associa­tion of School Administrators.

Customer Reviews

Three Minute Classroom Walk-Through
An effective guide for pinpointing effective classroom instruction. This book also outlines specific strategies for engaging teachers in reflective dialogue that could enhance classroom instruction. A must read for administrators.

A Thorough Introduction to the Classroom Walkthrough
The Thee-Minute Classroom Walkthrough is a thorough introduction to the philosophy and implementation of this type of classroom supervision. The authors advocate using many visits to each classroom every year to develop a picture of education in the classroom and in the school. The book also promotes a collaborative approach to classroom supervision, one in which the teacher reflects on instructional and curricular decisions and then plans for improvement. The classroom supervisor becomes a facilitator for such reflection.

3 minute walk through easily applied-
This book was an easy read and had very practical, easy to put into practice, tips on observing classrooms. Time-saving techniques that still are quality practices.