Available on Amazon
ISBN 978-1-923523-85-2
PAPERBACK
Sequencing and Scaffolding
An Instructional Leadership textbook for Australian secondary Schools
A practical guide to strengthen teaching and learning outcomes.
Any teacher reading this will have experienced professional learning that has been irrelevant to their needs, has failed to be sustained, has been ignored by colleagues or has simply failed to make any impact.
This book’s prime focus is to make positive classroom reform realistic and sustainable by demonstrating the means to make professional learning relevant, impactful and sustainable.
As a ‘how to’ manual, it translates the ‘what and why’ of contemporary educational research into the ‘how and when’ of actual teaching. Through numerous, real school examples, it carefully signposts the way to enhance the instructional leadership capacity of existing and aspiring secondary school executives.
Based firmly on the principles of explicit teaching, the book melds diverse educational topics such as cognitive science; academic literacy; intellectual quality; learning and assessment design; evaluating Teaching and Learning programs; classroom management; evaluative thinking and strategic planning into a unique professional learning compendium.
About the Author
BRIAN MILLER is an independent secondary education consultant. He’s spent over 45 years in various positions within the education sector, including Senior Professional Officer roles for the NSW Dept. of Education, and Principal of a large, multicultural high school, which achieved exceptionally high value-added results during his tenure.
Brian has designed and delivered many hundreds of professional learning sessions in his specialist areas of academic and critical literacy. He has gone on to deliver numerous keynote presentations for professional associations at state, national and international levels.
Since retiring from the NSW Dept. of Education, Brian continues to consult with high schools and improve the state education system for teachers and students alike.