Goal setting to achieve results
Continued from page 16
schools can’t be compared to that of a video game, our students and staff need to be able to set tangible goals that connect to a related purpose. In fact, our students may need this compass even more as it is they who will ul- timately be responsible for answering ques- tions, taking tests, and retaining the skills and knowledge they learned in school to be productive citizens. n
References
Chappuis, S., Chappuis, J. & Stiggins, R. (2009). “Supporting Teaching Learning Teams.” Educational Leadership, 66(5).
Spillane, J. (2004). Distributed Leadership: What’s all the hoopla? Institute for Policy Research, Northwestern University, on- line at
http://www.northwestern.edu/ ipr/publications/papers/Spillane_Dis- tribLead.pdf.
Spillane, J. (2006). Distributed Leadership. San Francisco: Jossey-Bass.
Spillane, J., Diamond, J. & Jita L. (2003). “Leading instruction: The distribution of leadership for instruction.” Journal of Curriculum Studies 35(5).
Spillane, J., Halverson, R. & Diamond, J. 2004. “Towards a theory of school lead- ership practice: Implications of a distrib- uted perspective.” Journal of Curriculum Studies 36(1).
Rich Newman is principal of Monterey Ridge
Elementary School in the Poway Unified School District in San Diego. He began his education career as a Teach for America fellow, and has since worked at the school, district, university
and national level. Newman served as a program officer at The Wallace Foundation, where he helped lead a large-scale education leadership
initiative. He was recently awarded the prestigious Author E. Hughes Career Achievement Award from the School of Leadership and Education Sciences at the University of San Diego.
Japanese lesson study Continued from page 21
prove learning and lead to more rigorous in- struction. One realized, “Allowing students to struggle can be such a powerful thing, as it allows the students to discover.” Clea Fernandez and Sonal Chokshi
(2005) have conducted extensive research on lesson study groups working in the east- ern United States. They write: “Ultimately, lesson study provides a way
to reengineer U.S. teaching. It also provides a clear vision for what this profession should look like: one that has a rich, coherent and continually evolving body of professional knowledge; one that creates productive and satisfying roles for its members; and one that supports a healthy interplay between policy and practice.” Lesson study is an ambitious under-
taking with enormous potential rewards. Schools beginning to engage in lesson study can realize that potential when teachers and school leaders do not view it simply as one more demand on school and teacher time, but as a structure to nurture and empower teachers’ work. The lesson study process results in the
development and attainment of shared goals across the school – producing real and last- ing improvement to classroom learning and student achievement. n
Resources
Chokshi, Sonal & Fernandez, Clea. (2005). Reaping the Systemic Benefits of Lesson Study: Insights from the US. Blooming- ton, IN: Phi Delta Kappan.
Lewis, Catherine C. & Hurd, Jacqueline. (2011). Lesson Study Step by Step. Ports- mouth, NH: Heinemann.
Wang-Iverson, Patsy & Yoshida, Makoto. (2005). Building Our Understanding of Lesson Study. Philadelphia, PA: Research for Better Schools, Inc.
Madeleine Jetter is principal investigator, Project DELTA, and assistant professor of mathematics at California State University, San Bernardino.
Gwen Hancock is program specialist, Project DELTA, Riverside County Office of Education.
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