Teaching Better

List of Improvement Portraits List of Companion Website Content Foreword by Ronald Gallimore Acknowledgments About the Authors About the Artists Introduction 1. One Plank at a Time: The Steady Discipline of Instructional Improvement 2. Learning to Learn From Teaching: A Firsthand Account of Lesson Study in Japan 3. Expanding Horizons: A Case Study of US Teachers Collaborating to Change Practice 4. Deepening Knowledge: Why Expansive Change Is Difficult and What We Might Do About It 5. Matching Vision With Resources: A Reconceived Model for Leadership and Assistance 6. Multiplying Power: How Joint Productive Activity Revived Two Problematic Teams 7. Remaining Stubborn for a Long Time: Six Practitioner Stories of Courage and Persistence Appendix: Leader's Guide to Improvement Portraits Glossary: Japanese Words and Phrases Index

Bradley A. Ermeling is an educational consultant and a member of a research team from UCLA and Stanford. He spent seven years working as an educator in Japan, developing firsthand knowledge and expertise with Japanese lesson study, and has published numerous articles on developing and supporting systems for collaborative inquiry and continuous learning. In the United States, he taught high school English, special education, and directed professional learning programs, before shifting his attention to educational research. He was a co-recipient of the 2010 Best Research Award from Learning Forward for his contributions to research on instructional improvement through inquiry teams. He was also coauthor for the article titled "Learning to Learn from Teaching: A Firsthand Account of Lesson Study in Japan" which was named 2015 Outstanding Paper of the Year by Emerald Publishing and the World Association of Lesson Studies. Dr. Brad Ermeling's current research interests include lesson study and collaborative inquiry, facilitation practices that promote productive struggle, and digital resources that support the study of teaching and learning. Genevieve Graff-Ermeling is Assistant Head of School, Teaching & Learning at Concordia International School Shanghai, educational researcher and consultant. She spent seven years working as an educator in Japan, developing curriculum and participating firsthand in Japanese lesson study projects. She also taught and designed curriculum at the high school level in the United States. She has held several positions as an external coach and site-based facilitator of teacher reflection, design of assessments, inquiry-based science teaching, and the use of data to inform teaching in multiple subject areas for both elementary and secondary, public and private schools. She has a degree in behavioral science with an emphasis in anthropology and helped lead a medical outreach team conducting research in Honduras. She was coauthor of the autoethnography titled, "Learning to Learn from Teaching: A Firsthand Account of Lesson Study in Japan" which was named 2015 Outstanding Paper of the Year by Emerald Publishing and the World Association of Lesson Studies. She was also an elite runner, NAIA national champion, and competed in the 5000 meters for the 2004 US Olympic trials. Genevieve Ermeling's current research interests are practice-based professional learning for high school educators, transformative models of teacher professional growth, and methods for assessing and assisting learning through the zone of proximal development.