In this revised edition, Carl Glickman and coauthor Rebecca West Burns synthesize their decades of experience in teacher education and supervision into a comprehensive guide to supporting teacher growth and student learning. Embedded in every page are the essential knowledge, skills, approaches, and methods that leaders need to drive instructional improvement.

Official school leaders and classroom teachers striving to be the best will learn how to put the school's goals and priorities into practice by

* Selecting the right structure for differentiating teacher professional learning to improve outcomes for students;
* Implementing the technical and procedural skills needed to support teacher learning while observing, assessing, and evaluating instruction;
* Identifying appropriate relational skills for communicating and working with teachers;
* Applying the best interpersonal approach to stretch each teacher based on their own developmental level;
* Making the most of teachable moments with immediate response skills; and
* Understanding how to support teachers' social-emotional wellness as an essential component of improving practice.

In addition, each chapter provides detailed scenarios and case studies that illustrate exceptional leadership, and the Appendixes offer connections to dozens of promising practices.

We are in a new era of teaching and learning, and a new kind of leader is needed to guide successful and extraordinary schools. Leadership for Learning: How to Bring Out the Best in Every Teacher gives preK-12 leaders the powerful tools they need to ensure that competent, caring, qualified professionals who want to improve teaching and learning are in every classroom.

Burns, Rebecca West

Rebecca West Burns is an associate professor in the College of Education at the University of South Florida, where she studies supervision, clinically based teacher education, and school-university partnerships. Recently, she was awarded the Shirley S. Schwartz Urban Education Impact Award from the Council of the Great City Schools. She is known for her research and practical applications of verbal and nonverbal supervisory behaviors, practices, and pedagogical skills that promote individual teacher growth. She has published more than 30 journal articles and book chapters and is frequently invited to speak to state, regional, and national audiences. She is the coeditor of the recently published book Clinically-Based Teacher Education in Action: Cases from Professional Development Schools and has three other books under contract. Burns has held leadership roles in several national organizations, such as the Council of Professors of Instructional Supervision, the National Association for Professional Development Schools, the American Educational Research Association Supervision and Instructional Leadership Special Interest Group and the Professional Development School Research Special Interest Group, and the Association of Teacher Educators.

Glickman, Carl

Carl Glickman is professor emeritus of education at the University of Georgia. He is the author of the best-selling ASCD books Leadership for Learning: How to Help Teachers Succeed and Developmental Supervision. Overall, he has written 13 books, three of which were recognized by national education organizations as outstanding education books of the year. His supervision text, coauthored with Gordon and Ross-Gordon, is in its 10th edition and continues to be the leading text in the field. Glickman, once active in ASCD, has keynoted to audiences in the thousands at various conferences, including five major presentations, and served as a featured general assembly presenter.