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We interrupt this program to bring meaningful change to professional learning!
Big ideas can sometimes get stuck on the way to becoming real change. The authors explain the secret to getting unstuck: interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior. You can enable true learning by:
- Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership in schools
- Recognizing the psychological processes involved in adult learning, and overcoming the psychological biases and barriers to change
- Using tools and strategies such as critical friend relationships, learning conversations, task sheets, and protocols
- Sales Rank: #225779 in Books
- Brand: Corwin
- Published on: 2012-10-03
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x 7.00" w x .50" l, .57 pounds
- Binding: Paperback
- 120 pages
- Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership
- Recognizing the psychological processes involved in adult learning, and overcoming the psychological
- Using tools and strategies such as critical friend relationships, learning conversations, task
- Title - Intentional Interruption
- Sub Title - Breaking Down Learning Barriers to Transform Professional Practice
Review
"Excuse this important interruption! Before your learning team goes much further, it needs to stop, read, and collectively reflect on Katz’s insights. This book will identify those sticky challenges and how you can optimize your joint work." (Mag Gardner, Superintendent of Student Achievement 2012-05-14)
"In the work to implement professional learning communities (PLC’s), the practice for many schools and districts has been diluted, misinterpreted, or poorly implemented. [The author(s)] incisively show how effectively to address the professional learning part of PLC’s." (Glen Ishiwata, Superintendent (Retired) 2012-05-14)
"Few books challenge your thinking of a field to this degree. The authors reveal the secret key to unlocking true professional learning and thus impact for students." (Terry Morganti-Fisher, Consultant 2012-05-14)
"Intentional Interruption is essential reading for every educator involved in planning or facilitating professional development and professional learning communities. The authors explain why professional development often fails to achieve its purpose, and offer practical suggestions to empower teacher learning. Grounded in research about how humans think, and supported by the authors’ work in schools, this book challenges the status quo of professional learning, and guides educational leaders toward wise choices for addressing the needs of teachers in their community. (Patricia W. Newhall, Associate Director 2012-05-14)
"Educators have spent the last several years becoming proficient at discussing student work and student learning. It’s now time to shift our work and thinking to how we, as educators, learn. Intentional Interruption defines true professional learning, identifies the barriers to that kind of learning and offers suggestions for making educator learning the focus of our learning communities. This book will change the way you think of ‘professional development.’" (Melanie Sendzik, Principal 2012-05-14)
About the Author
Steven Katz is a director with the research and evaluation firm Aporia Consulting Ltd. and a permanent faculty member in Human Development and Applied Psychology at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. He is an associate member of the School of Graduate Studies and is the coordinator of the Psychology of Learning and Development initial teacher education program component.
Katz has a doctorate in human development and applied psychology, with a specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, and the design of data-driven systems for organizational accountability, planning, and improvement. He has received the Governor General's medal for excellence in his field, and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world.
Lisa Ain Dack is a senior associate at Aporia Consulting Ltd. and an instructor of Developmental and Educational Psychology in the Initial Teacher Education program throughout the University of Toronto. Lisa has a doctorate in Developmental Psychology and Education from the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), with a collaborative degree in Developmental Science. Lisa leads many research projects investigating within-school professional learning communities and cross-school networked learning communities, and has been involved in research projects on assessment and evaluation. She also undertakes program evaluations at both the primary and secondary levels. In addition, Lisa leads workshops for administrators and teachers throughout Ontario on within-school professional learning communities and cross-school networked learning communities, as well as on data-driven decision making.
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