Making it Real
Case Stories for Secondary Teachers
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Book
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Book
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Chapter
Standard 1
A vision is a representation of the possible. It is a guiding philosophy – a linguistic attempt to fuse theory and practice, the real and the ideal. Clearly, the development of a mental image that unites esote...
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Chapter
Standard 5
The numerous responsibilities of educational leaders often make it difficult to maintain priorities consistent with a distinct philosophical approach - especially one that requires meaningful involvement with ...
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Chapter
Standard #3
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
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Chapter
Standard #10
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community membe...
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Chapter
Standard #5
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
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Chapter
Standard #7
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge...
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Chapter
Standards and Case Story Analysis
In the field of education, “standards” is an evocative term. It implies both excellence and limitations, representing both minimum competency and the desire to strive for a measurable benchmark of quality. How...
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Chapter
Standard 6
School leaders who strive to meet ISLLC Standard 6 are able to see and understand the world outside of the confines of their school or school district. They are aware that education is embedded in a greater so...
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Chapter
Standard #2
The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
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Chapter
Standard #9
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other pro...
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Chapter
Standard #4
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and m...
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Chapter
Standard #6
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
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Chapter
Standard #8
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in mean...
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Chapter
Standard 3
Teachers cannot teach and students cannot learn unless they feel safe. Schools that are plagued by bullying and harassment do not make people feel safe and, predictably, student achievement suffers. Citing stu...
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Chapter
Standard #1
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas...
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Chapter
Connecting Theory to Practice
I suppose leadership at one time meant muscles; but today it means getting along with people. Indira Gandhi Leadership and learning are indispensable to each other. John F. Kennedy Leadership is often mistaken...
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Chapter
Standard 2
The previous chapter discussed the importance of develo** a vision that is a descriptive statement of what the school will look like at a specified time in the future. But the achievement of that vision will...
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Chapter
Standard 4
A school administrator has responsibilities that go well beyond attending to the needs of students, faculty, and staff. To meet ISLLC Standard 4, a highly competent administrator must also collaborate with fam...
