Making Learning Job-Embedded

Sally J. Zepeda is a professor at the University of Georgia in the Department of Lifelong Education, Administration, and Policy where she teaches courses about school leadership, professional learning, instructional supervision, and teacher evaluation. She has written 30 books and countless articles on school leadership, succession planning, and the work of school and district leaders to support the instructional program.

• PrefaceAcknowledgements IntroductionChapter 1: Getting to Job-embedded Learning—Sally J. Zepeda Chapter 2: Understanding the Job-Embedded Learning Experiences of Middle School Teachers —Brandi Wade WorshamChapter 3: Creating Coherence between Teacher Evaluation and Ongoing Teacher Learning by Engaging in Collegial Goal Groups —Jen ColeChapter 4: The Impact of Incoherent Professional Learning during Standards-Based Reform—Michael P. CassidyChapter 5: Professional Development: Using Appreciative Inquiry to Understand the Perspectives of High School Mathematics Teachers—James M. MeneguzzoChapter 6: Lessons Learned about Job-embedded Learning—Sally J. ZepedaAbout the Editor Chapter Author Biographies

This work by Sally Zepeda and her colleagues provides a significant addition to our knowledge base on teachers’ job-embedded learning. The four case studies, although focused on different settings and issues, provide powerful themes concerning how teachers’ identities influence their motivation to learn, their interpretations of job-embedded learning, and how such learning affects their practices and beliefs. The book sheds new light on how group accountability fosters intrinsic motivation, and the synergistic nature of individual and collaborative learning. Perhaps the most powerful message the book sends is the need for school leaders to be active partners in teachers’ job-embedded learning, providing opportunities for teacher choice, collaboration, application, feedback, and reflection. On a broader scale, the book makes it clear that for job-embedded learning to reach its full potential school leaders must assure that improvement goals, professional learning, and teacher evaluation are part of a coherent whole.