Leading by Looking and Listening: Observation Framework to Support Equitable and Ambitious Teaching and Learning
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| Title: | Leading by Looking and Listening: Observation Framework to Support Equitable and Ambitious Teaching and Learning |
|---|---|
| Language: | English |
| Authors: | Michael Neel (ORCID |
| Source: | Journal of School Leadership. 2025 35(2-3):137-154. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Junior High Schools Secondary Education |
| Descriptors: | Instructional Leadership, Equal Education, Classroom Observation Techniques, Educational Practices, Grade 5, Middle School Teachers, Classroom Communication, Learning Activities, Instructional Materials, Teacher Student Relationship |
| DOI: | 10.1177/10526846241307625 |
| ISSN: | 1052-6846 |
| Abstract: | In the wake of the events of recent years, most school leaders and educators recognize that taking equity seriously demands new attention to the instructional experiences that occupy most of students' time in school. In what follows, we bring together key literature on ambitious teaching-learning and equitable classroom practice in an observation framework to support equitable and ambitious teaching and learning. This framework can enable school leaders to analyze classroom practice and cultivate productive instructional coaching conversations with teachers. The framework is not a means to technocratically score teacher performance. Instead, it provides an observer with four lenses to support 'looking' at classroom activity including attention to the 1) tasks, 2) tools, 3) talk, and 4) participant structures, while explicitly inviting attention to questions of equity and power related to instructional interactions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470307 |
| Database: | ERIC |
Nájsť tento článok vo Web of Science | Abstract: | In the wake of the events of recent years, most school leaders and educators recognize that taking equity seriously demands new attention to the instructional experiences that occupy most of students' time in school. In what follows, we bring together key literature on ambitious teaching-learning and equitable classroom practice in an observation framework to support equitable and ambitious teaching and learning. This framework can enable school leaders to analyze classroom practice and cultivate productive instructional coaching conversations with teachers. The framework is not a means to technocratically score teacher performance. Instead, it provides an observer with four lenses to support 'looking' at classroom activity including attention to the 1) tasks, 2) tools, 3) talk, and 4) participant structures, while explicitly inviting attention to questions of equity and power related to instructional interactions. |
|---|---|
| ISSN: | 1052-6846 |
| DOI: | 10.1177/10526846241307625 |