The Will to Lead, the Skill to Teach: Transforming Schools at Every Level, Nov/2011
| Author(s) | Anthony Muhammad, Sharroky Hollie |
| ISBN10 | 1935542540 |
| ISBN13 | 9781935542544 |
| Format | Paperback |
| Pages | 176 |
| Year Publish | 2011 November |
Synopsis
The authors offer multiple tools and strategies to assess and improve classroom management, increase literacy, establish academic vocabulary, and contribute to a healthier school culture.
School improvement begins with self-examination and honest dialogue about socialization, bias, discrimination, and cultural insensitivity. The authors acknowledge both the structural and sociological issues that contribute to low-performing schools and offer multiple tools and strategies to assess and improve classroom management, increase literacy, establish academic vocabulary, and contribute to a healthier school culture.
- Reflect on current practices, and identify areas for improvement.
- Spot the factors that can be harmful to school cultures.
- Identify your school as high will/low skill, high skill/low will, low will/low skill, or high will/high skill.
- Develop a blueprint for achieving skilled pedagogy and successful school improvement.
- Gain practical classroom management strategies and activities.
About The Authors:
Anthony Muhammad, PhD, is a much sought-after educational consultant. A practitioner for nearly 20 years, he has served as a middle school teacher, assistant principal, and principal, and as a high school principal. His tenure as a practitioner has earned him several awards as both a teacher and a principal. Dr. Muhammad’s most notable accomplishment came as principal of Levey Middle School in Southfield, Michigan, a National School of Excellence, where student proficiency on state assessments more than doubled in five years. Dr. Muhammad and the staff at Levey used the Professional Learning Communities at Work™ model of school improvement, and they have been recognized in several videos and articles as a model high-performing PLC.
As a researcher, Dr. Muhammad has published articles in several publications in both the United States and Canada.
Sharroky Hollie, PhD, is an assistant professor at California State University, Dominguez Hills, where he teaches classroom management, methodology, and secondary literacy and learning. Dr. Hollie is also cofounder and executive director of The Center for Culturally Responsive Teaching and Learning, a nonprofit organization dedicated to providing quality professional development to educators serving diverse learners. Dr. Hollie has trained more than 10,000 teachers and observed approximately 1,000 classrooms over the past several years. With nearly 20 years of experience in education, ranging from the elementary to university levels, Dr. Hollie was also a program coordinator for the academic English mastery program in the Los Angeles Unified School District.
In 2003, Dr. Hollie and two colleagues founded the Culture and Language Academy of Success (CLAS), a K–8 elementary charter school that is based on culturally and linguistically responsive pedagogy. Dr. Hollie continues to work as the instructional advocate at CLAS, where he is responsible for curriculum, professional development, and teacher support.
His research interests are language and literacy development for standard English learners, culturally responsive teaching, and professional development for educators. In 2007, Dr. Hollie was a visiting professor in literacy and diversity at Webster University in St. Louis. He has written articles for the International Reading Association publication Teaching African American Learners to Read. He also contributed to the anthology Talkin Black Talk.
