You Don′t Have to Be Bad to Get Better: A Leader's Guide to Improving Teacher Quality

Take your school to the next level! What are the attributes of strong instructional leaders? How are they able to effect changes in teaching practice that has remained virtually the same for decades? This practical guide is about school leadership, but with a laser-like focus on what it takes to develop, support, and sustain quality teaching in any school environment. Grounded in research and over a decade of experience working in schools throughout the country, You Don’t Have to Be Bad to Get Better offers school leaders at every level the guidance, specific tools, and resources they need to increase teacher—and student—success. School leaders will develop: • Strategies for transitioning from a culture of fear and criticism to a culture of learning • The tools needed to hire, grow, and improve the quality of teachers under their leadership • A blueprint for engaging teachers in their own professional growth • A deep understanding of the role of district office personnel in improving both teaching and learning Research shows that the most important factor in student learning is the quality of the teacher in the classroom. Bring out the best in your teachers through strong instructional leadership and watch student learning soar! "I′m already thinking of how to incorporate what I′ve learned from the book into my practice and staff professional development!" —Frank Chiki, Principal Chamiza Elementary School, Albuquerque, NM "McKay has developed a user-friendly guide to thinking about and assessing current practice in an effort to move everyone forward. This is a valuable text for study by collaborative teacher and administrator groups who are interested in improving their professional practice." —Bernadette Cleland, Co-Founder Teaching & Learning Solutions

Table of Contents:
Acknowledgments About the Author Foreword Preface A Laser Like Focus Organization and Structure Practical and Useful Features Audience 1. Removing the Rose Colored Glasses The Rose Colored Glasses Phenomenon Red Flag Warnings Demonstrating Moral Courage Leading Change: Necessary Dispositions Perceptions about the Role of a School Leader Confidence in Self as an Instructional Leader A Growth Mindset Moral Courage Key Points about Removing the Rose Colored Glasses Putting Words into Action Reflecting on Your Current State Action Tools 2. No More Lake Wobegon: Creating a Culture of Learning The Effects of Well-Intended Fiction: “A Culture of Nice” The Changing Landscape The Leader’s Role: Essential Beliefs and Understandings Changing Beliefs: Practice Comes First! Drinking the Water Understanding About Learning A Presumption of Continuous Growth for All Setting the Stage: Defining Who We Are Capturing the School’s History Developing Core Beliefs and Commitments Developing Trust and Rapport Step Aside and Lead: Creating Opportunities for Learning Key Points about Creating a Culture of Learning Putting Words into Action Reflecting on Your Current State Action Tools 3. The Wisdom of Instructional Leadership: What Leaders Need to Know and Do Knowledge of Staff Understandings about Teaching and Learning What Is Good Teaching? How Good is Good Enough? How Does Learning Occur? What is Engagement in Learning? Skills of the Instructional Leader Collecting Evidence to Assess Teaching Engaging in Professional Conversations Skillful Questioning Productive Listening Providing Feedback Facilitating Professional Goal Setting Key Points about What Leaders Need to Know Putting Words into Action Reflecting on Your Current State Action Tools 4. The Wisdom of Instructional Practice: What Teachers Need to Know Playing a Guessing Game Guessing Games Replaced by Transparency Understandings about Teaching and Learning Putting Your Know-How into Action: A Cycle of Continuous Improvement and Growth Don’t Forget to Feed the Teachers! A Plan for Teacher Learning Key Points About What Teachers Need to Know Putting Words into Action Reflecting on Your Current State Action Tool 5. Promoting Teacher Learning: It’s All Talk! Powerful Conversations Setting the Stage Acknowledging the Leader’s Dual Role Making Intentions Clear Factors that Impact Conversations Rapport and Relationship with the Teacher The Developmental Level of the Teacher The School Culture The Data Collected about Teaching and Learning The Teacher’s Mindset The Skills of the Leader Facilitating the Conversation Leading Conversations: When, What and How When to Talk What to Talk About How to Talk Key Points about Promoting Teacher Learning Putting Words into Action Reflect on Your Current State Action Tool 6. Principals Can’t Lead Alone: The Role of the District Office Improving Instruction: Does the Central Office Matter? A Case in Point Increased Accountability for Leaders Creating a Culture for Professional Learning: A Case Study A Powerful First Impression A History of Principal Autonomy Getting the Right Members on the Team Learning for All Adults in the System Aligning School and District Goals and Priorities Teacher Evaluation a Tool for Teacher Learning Professional Development as the Fuel for the System Expanding Professional Learning Across the District Finding Time for Professional Learning Securing the Future of Leaders and the Professional Staff Key Points about the Role of the District Office Putting Words in Action Action Tool Reflect and Assess References Index

About the Author :
Learn more about Candi McKay′s PD offerings Candi McKay provides customized consultation and training related to teacher quality and professional learning to school districts and state service agencies around the country. McKay works closely with teachers and school leaders at all levels to develop their capacity for ongoing reflection and professional growth. A frequent national speaker on the topics of teacher evaluation, professional conversation, and teacher learning, Candi has also provided professional development for the nationally recognized Framework for Teaching for over a decade. After leaving the classroom, she began her work as a national trainer for the Educational Testing Service, where she facilitated training programs associated with the Framework for Teaching. During this time, she also served as an adjunct faculty member at Nazareth College of Rochester, New York, where she supervised students in the Master of Science in Education degree program. As an educator and teacher leader, Candi designed and delivered professional development for teachers, participated in curriculum planning and served as a mentor and peer coach. McKay is a co-author of the book, Implementing the Framework for Teaching, an ASCD Action Tool (ASCD, 2009). She also developed the online professional development course, Talk About Teaching, based on Charlotte Danielson′s book and available through Corwin and School Improvement Network. Check out Candi′s blog: http://mckayconsulting.org/blog/. And her April 2013 podcast http://www.schoolbriefing.com/4460/a-school-leaders-guide-to-improving-teacher-quality/?code=corwin

Review :
"I'm already thinking of how to incorporate what I've learned from the book into my practice and opening year staff professional development!" -- Frank Chiki, Principal "This book takes the best of research-based theory and crafts it into practical application for the school leader. A necessary read for any school leader seeking to improve the quality of teacher instruction." -- Patricia Conner, Curriculum Specialist "You Don't Have to be Bad to Get Better presents a compelling argument for developing teacher evaluation systems that focus on professional growth rather than perpetuating a system of compliance. McKay had developed a user-friendly guide to thinking about and assessing current practice in an effort to move everyone's practice forward. This text would be a valuable text for study by collaborative teacher and administrator groups who are interested in improving their professional practice." -- Bernadette Cleland, Co-Founder