Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

• Foreword by Edith RuschAcknowledgmentsAbout the AuthorsPreface1. Teachers Helping Teachers: The Case for Peer ConsultationIntroductionHow Teachers Learn to TeachThe First Source of Teacher Help: Principals as Instructional SupervisorsThe Second Source of Teacher Help: Lead Teachers and the Move Away From Top-Down Administrative ControlThe Third Source of Teacher Help: Naturally-Occurring Informal Peer ConsultationOur Study of Peer Consultation Among TeachersA Portrait of Peer ConsultationQuestions to ConsiderSuggested Reading for Further Learning2. Peer Consultation Skill #1: Building Healthy Relationships by Communicating, Caring, and Developing TrustCommunication as the KeyFour Types of Peer ConsultationPeer Consultants’ Communication StylePeer Consultants’ CaringPeer Consultants’ Building TrustSummaryActivities for Teachers and AdministratorsSuggested Reading for Further Learning3.Peer Consultation Skill #2: Using the Five Guiding Principles for Structuring LearningExperiencesTeachers’ Knowledge BaseThe Educational Productivity Research and the School Effects ResearchFrom Knowledge to the Development of a Professional Learning CommunityPeer Consultants’ Guiding Principles for Structuring Learning ExperiencesSummaryImplications for PracticeSuggested Reading for Further Learning4.Peer Consultation Skill #3: Planning and Organizing for LearningTeachers’ Professional DevelopmentMeta-Themes of PlanningGetting Organized for InstructionElements of Lesson PlanningTeacher TipsThe Dark Side of Planning and Organizing for LearningSummaryReminders and QuestionsSuggested Reading for Further Reading5.Peer Consultation Skill #4: Showing and SharingShowing: Three Kinds of LessonsThe Power of Learning by Observing: A Special Form of ShowingSharing: A Bounty from ColleaguesSummaryImplications for Practice and QuestionsSuggested Reading for Further Learning6.Peer Consultation Skill #5: Guiding for Classroom ManagementNine Guiding Principles of Classroom ManagementSetting Up and Maintaining Classroom RoutinesSummaryQuestions for Discussion Among Faculty and AdministratorsSuggested Reading for Further Learning7.Unleashing the Hidden Potential of Peer ConsultationIntroductionCapitalizing on the Power of Peer ConsultationAn Element of Academic Leadership RevealedTeachers Teaching Teachers: Peer Consultants at Their BestHow Peer Consultation Supports the Development of a Professional Learning CommunitySemi-Formal Collaboration Among Teachers and Its EffectsConclusion: The Challenge for Teachers, Administrators, and Professional LearningCoordinators to Unleash and Sustain Peer ConsultationResource: Research Methods and ProceduresReferencesIndex

"A great contribution to the field. Excellent examples of communication styles. The scenarios and short vignettes that demonstrate concepts are interesting and on point."

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

• Foreword by Edith RuschAcknowledgmentsAbout the AuthorsPreface1. Teachers Helping Teachers: The Case for Peer ConsultationIntroductionHow Teachers Learn to TeachThe First Source of Teacher Help: Principals as Instructional SupervisorsThe Second Source of Teacher Help: Lead Teachers and the Move Away From Top-Down Administrative ControlThe Third Source of Teacher Help: Naturally-Occurring Informal Peer ConsultationOur Study of Peer Consultation Among TeachersA Portrait of Peer ConsultationQuestions to ConsiderSuggested Reading for Further Learning2. Peer Consultation Skill #1: Building Healthy Relationships by Communicating, Caring, and Developing TrustCommunication as the KeyFour Types of Peer ConsultationPeer Consultants’ Communication StylePeer Consultants’ CaringPeer Consultants’ Building TrustSummaryActivities for Teachers and AdministratorsSuggested Reading for Further Learning3.Peer Consultation Skill #2: Using the Five Guiding Principles for Structuring LearningExperiencesTeachers’ Knowledge BaseThe Educational Productivity Research and the School Effects ResearchFrom Knowledge to the Development of a Professional Learning CommunityPeer Consultants’ Guiding Principles for Structuring Learning ExperiencesSummaryImplications for PracticeSuggested Reading for Further Learning4.Peer Consultation Skill #3: Planning and Organizing for LearningTeachers’ Professional DevelopmentMeta-Themes of PlanningGetting Organized for InstructionElements of Lesson PlanningTeacher TipsThe Dark Side of Planning and Organizing for LearningSummaryReminders and QuestionsSuggested Reading for Further Reading5.Peer Consultation Skill #4: Showing and SharingShowing: Three Kinds of LessonsThe Power of Learning by Observing: A Special Form of ShowingSharing: A Bounty from ColleaguesSummaryImplications for Practice and QuestionsSuggested Reading for Further Learning6.Peer Consultation Skill #5: Guiding for Classroom ManagementNine Guiding Principles of Classroom ManagementSetting Up and Maintaining Classroom RoutinesSummaryQuestions for Discussion Among Faculty and AdministratorsSuggested Reading for Further Learning7.Unleashing the Hidden Potential of Peer ConsultationIntroductionCapitalizing on the Power of Peer ConsultationAn Element of Academic Leadership RevealedTeachers Teaching Teachers: Peer Consultants at Their BestHow Peer Consultation Supports the Development of a Professional Learning CommunitySemi-Formal Collaboration Among Teachers and Its EffectsConclusion: The Challenge for Teachers, Administrators, and Professional LearningCoordinators to Unleash and Sustain Peer ConsultationResource: Research Methods and ProceduresReferencesIndex

"A great contribution to the field. Excellent examples of communication styles. The scenarios and short vignettes that demonstrate concepts are interesting and on point."

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse. Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

• Foreword by Edith RuschAcknowledgmentsAbout the AuthorsPreface1. Teachers Helping Teachers: The Case for Peer ConsultationIntroductionHow Teachers Learn to TeachThe First Source of Teacher Help: Principals as Instructional SupervisorsThe Second Source of Teacher Help: Lead Teachers and the Move Away From Top-Down Administrative ControlThe Third Source of Teacher Help: Naturally-Occurring Informal Peer ConsultationOur Study of Peer Consultation Among TeachersA Portrait of Peer ConsultationQuestions to ConsiderSuggested Reading for Further Learning2. Peer Consultation Skill #1: Building Healthy Relationships by Communicating, Caring, and Developing TrustCommunication as the KeyFour Types of Peer ConsultationPeer Consultants’ Communication StylePeer Consultants’ CaringPeer Consultants’ Building TrustSummaryActivities for Teachers and AdministratorsSuggested Reading for Further Learning3.Peer Consultation Skill #2: Using the Five Guiding Principles for Structuring LearningExperiencesTeachers’ Knowledge BaseThe Educational Productivity Research and the School Effects ResearchFrom Knowledge to the Development of a Professional Learning CommunityPeer Consultants’ Guiding Principles for Structuring Learning ExperiencesSummaryImplications for PracticeSuggested Reading for Further Learning4.Peer Consultation Skill #3: Planning and Organizing for LearningTeachers’ Professional DevelopmentMeta-Themes of PlanningGetting Organized for InstructionElements of Lesson PlanningTeacher TipsThe Dark Side of Planning and Organizing for LearningSummaryReminders and QuestionsSuggested Reading for Further Reading5.Peer Consultation Skill #4: Showing and SharingShowing: Three Kinds of LessonsThe Power of Learning by Observing: A Special Form of ShowingSharing: A Bounty from ColleaguesSummaryImplications for Practice and QuestionsSuggested Reading for Further Learning6.Peer Consultation Skill #5: Guiding for Classroom ManagementNine Guiding Principles of Classroom ManagementSetting Up and Maintaining Classroom RoutinesSummaryQuestions for Discussion Among Faculty and AdministratorsSuggested Reading for Further Learning7.Unleashing the Hidden Potential of Peer ConsultationIntroductionCapitalizing on the Power of Peer ConsultationAn Element of Academic Leadership RevealedTeachers Teaching Teachers: Peer Consultants at Their BestHow Peer Consultation Supports the Development of a Professional Learning CommunitySemi-Formal Collaboration Among Teachers and Its EffectsConclusion: The Challenge for Teachers, Administrators, and Professional LearningCoordinators to Unleash and Sustain Peer ConsultationResource: Research Methods and ProceduresReferencesIndex

"A great contribution to the field. Excellent examples of communication styles. The scenarios and short vignettes that demonstrate concepts are interesting and on point."