Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed, Packaging May Vary

I am learning a variety of definitions of formative assessment and how formative assessment and meta cognition are tightly connected.

Leadership for Teacher Learning is an outstanding book for any teacher or school leader. Dylan Wiliam shows what has worked and what has not worked in education, and some basic tools, such as checking for understanding, that can improve student outcomes. He also explains why school change, implementation, and leadership is so difficult.His research and evidence is clear. Unlike most writers in the field, he uses examples, plain words, and is able to translate research in a way that people can understand

Hard read but great information

This book inspires and trains educational leaders to guide teachers in professional attitudes and actions.

A+ delivery. Love the book! Thanks.!

This book was a joy to read. It managed to be exciting and stimulating, but made me sad at the same time. One of the joys of reading Dylan Wiliam is the clarity of structure. There is never any doubt about the focus of a chapter in the book and how that chapter fits into the developing argument which is closing in on the fine detail of how to improve instruction. Leadership for teacher learning starts broadly, with the need to raise achievement, and the importance of teacher quality. By the end we are given insight into how meetings to drive teacher growth should be held, benefiting from the tough experience of implementation in typical messy school environments, with many different demands and activities. On the way we look at the nature of expertise and managing change, both in general and as applied to teaching. If the joy is in the structure and the clarity of expression, the excitement and stimulation are in the conviction that expertise in teaching is something which can be developed, that instruction can be improved, and that a plausible way to implement this has been mapped out in detail.I was interested to find out if readers like myself who are well acquainted with Wiliam’s ideas (for example through “Creating the schools our children need” and “Embedded formative assessment” would benefit from this contribution. My feeling is that reading “Leadership for teacher learning” was well worth it. Of course the message is consistent, but that does not mean that it is more of the same. Compared to the later “Creating the schools our children need”, this is more technical, less US-focussed, and goes into more detail on implementing change in schools. This complements rather than repeats Wiliam’s other works.Why did it sadden me? Because I’m not all that confident that we will have the focus to keep our sights on what will improve instruction for our students. Rather like the people who could eat healthy food but continue consuming cheap convenient food, will schools continue with one-off PD offerings on differentiation, active learning, using edtech, emotional wellbeing and so on? It is not that these are bad, but to prioritize what is most valuable, we have to give less time to activities which are less valuable. Are we prepared to do that? I’m not sure.

It arrived on time. Just what was requested and the contents of the book have been employed in a teaching environment

Superb as ever from Dylan Wiliam. Any educational leader serious about raising attainment in their school should take the time to read this book. Formative assessment, as described here, is a nuanced process and the method for embedding it within the culture of a school requires a relentless focus on the things that matter. This book spells those things out clearly.

Recent high standard book from well regarded educationist elaborates on managing "assessment for learning" with very useful insights on learning

Brilliantly thought provoking. Using it in my practice and role as a vice principal.