Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed, Feb/2016

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:

1. Changes in classroom practice that are likely to increase learning
2. Differentiated instruction (DI) and response to intervention (RTI)
3. Group leadership’s role in ensuring productive collaboration
4. 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.

About The Author:

Dylan Wiliam, PhD, is a consultant who works with educators all over the world to develop effective, research-based teaching. He is former deputy director (Provost) of the Institute of Education at the University of London. From teaching in urban public schools to directing a large-scale testing program to serving in university administration, his professional path has led to a variety of positions at the forefront of education.

After completing an undergraduate degree in science and mathematics, he taught mathematics, science and English in private and urban public schools for eight years during which time he gained further degrees in mathematics and mathematics education. In 1984 he joined the faculty of Chelsea College, University of London, which later became part of King's College London. Here, he worked on developing innovative assessment schemes in mathematics before taking on the leadership of the College's mathematics teacher preparation program.

From 1989 to 1991, Dr. Wiliam served as the academic coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of assessments for the national curriculum of England and Wales. He then returned to King's College to serve as Dean of the School of Education before being promoted to assistant principal of the college. From 2003 to 2006 Dr. Wiliam was senior research director at the Educational Testing Service in Princeton, New Jersey.

During his academic career, he has written over 300 books, chapters and articles including a major review of research on formative assessment coauthored with Paul Black. He left the University of London in 2010 to focus on working more directly with teachers, and now spends his time working with teachers all over the world on improving teaching and learning. He lives physically in Princeton, NJ and virtually at www.dylanwiliam.net. You can follow him on Twitter at @dylanwiliam.