Leadership for Teacher Learning

Leadership for Teacher Learning

Creating a Culture Where All Teachers Improve So That All Students Succeed

Dylan Wiliam

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Presents compelling research about changes in classroom practice that are likely to impact student achievement.

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Paperback (288 pages)

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Leading education authority Dylan Wiliam explains how formative assessment, when applied properly, helps to create a structured and rigorous learning environment that increases student achievement. He also presents compelling research to give readers a clear picture of:
  • Changes in classroom practice that are likely to increase learning
  • Differentiated instruction (DI) and response to intervention (RTI)
  • Group leadership’s role in ensuring productive collaboration
  • Strategies to integrate formative assessment into teacher evaluation
Wiliam also discusses why efforts to change classroom practice have been relatively unsuccessful—and explores specific classroom tactics that do tend to raise student achievement.
Product Code: BPP150113
ISBN: 9781941112267 | 02/01/16
Publisher: LSI


“Few academics can digest a complex array of research findings, draw coherent conclusions from that research, then describe these conclusions in a manner comprehensible to mere mortals. Dylan Wiliam can, and he’s done it again in this exciting new analysis of how to enhance teachers’ skills. For school leaders and educational policymakers, this is mandatory reading.”

—W. James Popham, professor emeritus at UCLA Graduate School of Education and Information Studies, author of Classroom Assessment

Leadership for Teacher Learning steps back from school improvement practice, argues forcefully for its relevance in terms of the social and scientific context of schools, defines the practice in terms that eliminate any confusion, spells out specifically how to implement it, and provides practical details about how to place that practice in teachers’ hands. Dylan’s exhaustive and impeccable scholarship presents the most compelling and advanced argument for embracing the practice of classroom formative assessment.”

—Rick Stiggins, assessment consultant, author of Revolutionize Assessment

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