Closing the Teaching Gap

Learn more about Donald Bartalo's PD offerings Donald Bartalo is a nationally recognized instructional leadership consultant and coach with K-12 experience as a teacher, teacher leader, assistant principal, principal, and superintendent of schools. He has worked in rural, suburban, and urban school districts. Donald is the Founder/CEO of his own company, UNITY Instructional Leadership Development and Coaching, with a mission to support school leaders helping teachers to create better learning opportunities for students. He received his B.S. in Science Education and his Masters in Educational Administration from SUNY Brockport, New York and has completed advanced study in educational administration at the University of Rochester. Donald's unique ability is to help educators become better instructional leaders through coaching and focused seminars. Donald and his wife, Denise, semi-retired literacy specialist and reading teacher, are the proud grandparents of four grandchildren.

Acknowledgments Preface Introduction Eight Fundamental Tenets for an Instructional Leader Connecting Your Work and Experience About the Book Learning Extensions About the Author Bridge to Chapter 1 1. The "Teaching Gap" What is the Teaching Gap? Lessons from the Teaching Gap Reinforcing the Need to Close the Teaching Gap Journal Reflection Try THIS Leadership Team Activity Bridge to Chapter 2 2. Doing the Right Things Data Informed, Not Data Driven Developing Credibility Finding Strengths in Others Getting Into Classrooms Knowledge, Not Packaged Programs Learning from Master Teachers Learning from Students Not Enough Time? Try It in the Classroom Journal Reflection Try THIS Leadership Team Activity Bridge to Chapter 3 3. Creating Better Learning Opportunities for Students Teaching Methods and Learning Opportunities How Do Students Learn Best? Methods vs. Beliefs The Culture of Teaching Journal Reflection Try THIS Leadership Team Activity Bridge to Chapter 4 4. Helping Teachers Learn More About Teaching Introduction What is Good Teaching? Selecting the Best Teaching Methods Mirror on Their Practice Peer Review of Teaching Peer Observations Teacher-Led Teaching Circles Teacher-Led Lesson Study Teacher-Led Learning and Improvement Journal Reflection Try THIS Leadership Team Activity Bridge to Chapter 5 5. Successfully Leading Instructional Change Introduction Aligning Practice and Beliefs Changing Methods Where Students are Not Succeeding Developing a "Theory of Action" Perspective Leading Change Perceived to be Second Order Overcoming Resistance to Desired Instructional Change Strengthening Instruction Journal Reflection Try THIS Leadership Team Activity Bridge to Chapter 6 6. Developing Yourself as an Instructional Leader The Story of an Instructional Leader Introduction Who Am I? Connect, Not Just Communicate Persuading and Inspiring Giving and Receiving Feedback Reacting to Assessments and Standards-Based Accountability Leading in a Time of Transition The Need for Courage Journal Reflection Try THIS Leadership Team Activity Bridge to Chapter 7 7. Shared Instructional Leadership Introduction Strengthening Shared Instructional Leadership Grade and Department Level Collaboration Working Relationships Shared Instructional Leadership in Action Aligned Instructional Leadership Team for School Improvement Journal Reflection Try THIS Leadership Team Activity Bridge to Chapter 8 8. Closing the Teaching Gap Learning from Success Stories When is Good Instructional Leadership Going On? Leverage Your Strengths Closing the Teaching Gap Try THIS Leadership Team Activity Final Reflection Answers to In-Your-Head Quizzes References Recommended Books and Publications Index

"Donald Bartalo has a real gift for helping teachers recognize and improve their instructional potency. Drawing on his considerable experience and research as a teacher, administrator and coach, he creates a practical and sustainable method that will help educators become self reflective, focused practitioners." -- Gregory Baker, Principal "Don Bartalo understands the essence of second order change. He is focused on how to enable school leaders to work within a new pedagogical paradigm. This is a 'how to' book for any school leader wanting to move a school beyond incremental improvement." -- Stephen Uebbing, Associate Professor