Figures/Tables
- Introduction
- Section 1
- Drawing on My Expertise: Current Context
- Note to Self: Maintaining Physical and Mental Well-Being
- Commitment Partner
- Figure 1.1: Compassion Fatigue Inventory
- Note to Self: Credibility
- Figure 1.2: Omnibus T-Scale
- Figure 1.3: Level 5: Distributed Leadership
- Major Leadership Functions Plan
- Sample Topics to Explore With Advisory Groups
- Figure 1.4: Family Survey
- Section 2
- Drawing on My Expertise: Virtual Professional Learning
- Figure 2.1: Learning Beliefs Survey
- Figure 2.2: Collaborative Inquiry Professional Learning Cycle
- Note to Self: Collaborative Inquiry Practices
- Note to Self: Checklist for Virtual Professional Learning Session
- Note to Self: Dimensions of Safe Practice
- Figure 2.3: Virtual Learning Walks and Their Purposes
- Figure 2.4: A Comparison of Microteaching Practices
- Figure 2.5: Microteaching Protocol
- Figure 2.6: Personalized Learning Plan
- Figure 2.7: Improving Your Social Presence
- Note to Self: Social Presence
- Note to Self: Tools to Communicate with Families
- Section 3
- Drawing on My Expertise: Current Context
- Note to Self: Instructional Goals
- Distance Learning Expectations
- Note to Self: Distance Learning Expectations
- Note to Self: Establishing Relationships with Students
- Student Interaction Tally
- Note to Self: Curriculum and Instruction Discussion Questions
- Figure 3.1: Instructional Framework
- Note to Self: Virtual Classrooms
- Note to Self: Observing Synchronous or Asynchronous Environments
- Note to Self: Observing Student Collaboration and Discussion
- Note to Self: Observing Coaching and Facilitating
- Note to Self: Role of Practice
- Section 4
- Drawing on My Expertise: Current Context
- Figure 4.1: Goal: Increase attendance in synchronous distance learning sessions
- Note to Self: Logic Model
- Note to Self: Gathering Data
- Tool for Gathering Data
- Tool to Gauge Teacher Motivation
- Figure 4.2: New Leadership
- Note to Self: Current Practices
- Goal Planning Sheet
- Note to Self: Empathetic Feedback Starters
- Figure 4.3: Principal Trust Survey
- Note to Self: Dialogue Skills
- Figure 4.4: Reading Progress and Achievement
- Progress vs. Achievement Tool
- Note to Self: Stakeholders
- Note to Self: Four Possible Learning Events
- 3 Questions that Drive Learners
- Note to Self: Language of Learning