Teaching Matters Most

Thomas M. McCann is an associate professor of English at Northern Illinois University, where he contributes to the teacher certification program. He taught high school for 25 years, including seven years working in an alternative high school. He has been a high school English department chair, an assistant principal, and an assistant superintendent. His published work has appeared in Educational Leadership, Research in the Teaching of English, the English Journal, and the Illinois English Bulletin. His co-authored books include Explorations: Introductory Activities for Literature and Composition, 7-12 (National Council of Teachers of English, 1987), In Case You Teach English: An Interactive Casebook for Preservice and Prospective Teachers (Merrill/Prentice Hall, 2002), Supporting Beginning English Teachers (NCTE, 2005), and Talking in Class (NCTE, 2006). He edited and contributed a chapter to Reflective Teaching, Reflective Learning (Heinemann, 2005). He is the co-author of The Dynamics of Writing Instruction (Heinemann, 2010). The National Council of Teachers of English awarded him the Richard A. Meade Award for research about the concerns of beginning teachers. He also received the Paul and Kate Farmer Award from NCTE for his writing for the English Journal. Dr. Alan C. Jones is an educational consultant specializing in curriculum, instruction, and instructional leadership. His teaching career includes teaching English at DuSable Upper Grade Center in Chicago, Illinois; social studies at Thornton Township High School in Harvey, Illinois; and school administration at Saint Xavier University in Chicago. He began his administrative career as an activity’s director at Thornton Township High School and went in to become assistant principal at Bremen Township High School and served as principal of Community High School District 94 in West Chicago, Illinois, for seventeen years. Under his leadership, Community High School was awarded the Blue-Ribbon School of Excellence in 1993 and was recognized as a 1995 School of Excellence by HISPANIC magazine.His publications include articles in educational journals on instructional leadership and school reform, and five books: Students? Do not Push your Teacher Down the Stairs on Friday: A Teacher’s Notebook (Quadrangle Books, 1972), Becoming a Strong Instructional Leader; Saying No to Business as Usual (Teachers College Press, 2012), Teaching Matters Most: A School Leader’s Guide to Improving Classroom Instruction (Corwin Books, 2012), The First 100 Days in the Main Office: Transforming a School Culture (Information Age Press, 2018); Living Up to Your School Mission Statement: Reforming Schools from the Inside Out (Rowman & Littlefield, 2021).      Mrs. Gail Aronoff is an educational consultant who worked for 37 years in several schools, both as teacher and administrator. She has worked with students with special needs in elementary, middle school, and high school, and served as a liaison between schools and the families of struggling learners. At the high school level, she taught struggling learners for fourteen years and held the position of Assistant Principal for Student Services for twelve years. She served a highly diverse population with many ESL students as well as those from low income families. She has mentored and supervised teachers and administrators, creating and implementing model programs to address the needs of reluctant learners and those with special needs. Mrs. Aronoff currently serves as a consultant to schools for school improvement and reform.

• Foreword by Deborah MeierPreface: Lessons Learned From ExperienceA “New” Take in School ImprovementCentral ThemeOrganization of the BookWhat Makes This Book DistinctiveAcknowledgmentsAbout the Authors1. What are common practices in schools?What We Found in ClassroomsTruths Hidden in Plain ViewTransforming AccountabilityNew DirectionAre There “Best Practices” in Teaching?Bringing Best Practices to ScaleAre Some Practices Better Than Others?The Poverty of Prescribing Best Practices2. What distinguishes quality teaching?Three Classrooms, Three PractitionersA Simple Truth Hidden in Plain ViewDisjointed TeachingWhy Teachers Are FrustratedWhat Is Quality Teaching?Observing High-Quality TeachingInstructional SystemsThe Road Less Traveled3. How do we learn about the quality of our teaching?How to Make the Case for an Emphasis on Teacher QualityThree Leadership RequirementsDefining Quality TeachingHow to Engage School Personnel in Devising a Vision of Quality InstructionSome Rudiments of Quality TeachingThe Importance of Curriculum CoherenceLearning From StudentsThe Current State of Teaching in Your SchoolHow to Evaluate the Quality of Teaching in Your School4. What should induction and mentoring look like?Basic Components of a Teacher Mentor ProgramFacing Critical Junctures TogetherPlanning for New Teachers’ Success5. What should professional development look like?What We Know About Professional DevelopmentThe Disregarded Truths of Professional DevelopmentThe Components of a Professional Learning CultureBuilding Blocks of Professional LearningLeading Professional Learning Communities6. How can teacher evaluaiton become more meaningful?“Drive-By” Teacher Evaluation“Absentee Landords”Lists and Rubrics Abound7. How can we sustain a culture of exceptional instruction?Ten Actions to Sustain High-Quality TeachingSystems in PlaceSanctity of the ClassroomEnvisioning Quality TeachingRight People in Right PlacesBalanced LeadershipClear and Timely CommunicationStandards for Professional ConductCollaborationReflection and Continuous ImprovementOngoing Professional Dialogues8. How do we face our leadership challenges?Suppressing DistractionBuilding Principal’s KnowledgeBuilding TrustInfluencing Resistant TeachersCoping With the PaceFinal ThoughtsResourcesA. How Can You Spot a Really Good Teacher?B. Framework for Observing ClassesC. Student Forum QuestionsD. Teacher Interview QuestionsReferencesIndex

"A comprehensive book that provides site administrators not only the opportunity to reflect on their own practices but challenges them to reconsider the daily operations of their schools. The recommendations meld theory and practice together in an administrator-friendly way."