Supportive Learning Environment, The

This entry in the James H. Stronge Research-to-Practice Series focuses on the characteristics of teachers who create supportive learning environments for their students. By conveying a sense of immediacy, credibility, and caring, they communicate to students in both verbal and nonverbal ways that are essential to cultivating a positive and productive learning community. In this book, Stronge, Grant, and Hindman provide a comprehensive overview of the qualities of a supportive teacher. They offer a bridge between research-based theories and practical classroom applications, with templates, planning forms, and other reproducibles. The authors help teachers move toward establishing a learning environment that contributes to effective instructional practices. Topics include: engaging students and their families, effective communication, student ownership of the learning environment, and much more.

Jennifer L. Hindman is an education consultant and writer who works part time at the College of William and Mary's School Leadership Institute for the School University Research Network (SURN). SURN is composed of 27 school systems working in partnership with The College of William and Mary on research and professional development initiatives. Her passion is making learning relevant as she connects the tacit knowledge with the research base. She is the coauthor of People First: The School Leader's Guide to Building and Cultivating Relationships with Teachers (Eye On Education, 2009), The Teacher Quality Index: A Protocol for Teacher Selection (ASCD, 2006) and Handbook for Qualities of Effective Teachers (ASCD, 2004). She has been published in numerous state and national journals, including the Journal of Personnel Evaluation in Education, Principal Leadership, and Educational Leadership. She is the former editor of The Teacher Quality Digest. She consults in the areas of teacher selection and effective teaching.Jennifer has been a teacher and science specialist. She earned her doctorate in educational policy, planning, and leadership from The College of William and Mary. She can be reached at jhindman@teacherqualityresources.com., Leslie W. Grant serves as a Visiting Assistant Professor in the School of Education at The College of William and Mary where she teaches in the teacher preparation and leadership preparation programs. Leslie is the coauthor of Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Eye On Education, 2009), Teacher-made Assessments: How to Connect Curriculum, Instruction, and Student Learning (Eye On Education, 2008), and she is the contributing author to Qualities of Effective Teachers (2nd ed.) authored by James H. Stronge and published by the Association for Supervision and Curriculum Development. Leslie provides consulting services in the area of classroom assessment and effective teaching.Leslie has been a teacher, an instructional leader, and a content editor/item writer for a major test publishing company. She earned her doctoral degree in educational policy, planning, and leadership from the College of William and Mary. She can be reached at grant_leslie@cox.net., James H. Stronge is Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary in Williamsburg, Virginia. Among his primary research interests are teacher effective and student success, and teacher and administrator performance evaluation. He has worked with numerous school districts, state, and national educational organizations to design and develop evaluation systems for teachers, administrators, superintendents, and support personnel. He is the author or coauthor of 19 books and approximately 90 articles and technical reports on teacher quality, performance evaluation, and related issues. Selected authored, coauthored, and edited books include:?Student Achievement Goal Setting: Using Data to Improve Teaching and Learning(Eye On Education, 2009)?Qualities of Effective Principals (Association for Supervision and Curriculum Development, 2008)?Qualities of Effective Teaching, 2nd ed. (Association for Supervision and Curriculum Development, 2007)?Handbook on Educational Specialist Evaluation (Eye On Education, 2003)?Superintendent Evaluation Handbook (Scarecrow Press, 2003)?Handbook on Teacher Evaluation (Eye On Education, 2003)?Handbook on Teacher Portfolios for Evaluation and Professional Development (Eye On Education, 2000)His doctorate in the area of educational administration and planning was received from the University of Alabama. He has been a teacher, counselor, and district-level administrator. He can be contacted at: The College of William and Mary, School of Education, PO Box 8795, Williamsburg, VA 23187-8795; 757-221-2339; or jhstro@wm.edu.

1. Introduction * What is Teacher Effectiveness? * Why is Teacher Quality Important? * What is the Relationship Between Teacher Quality and Student Learning? * How is the Book Organized? * How Can the Book be Used to Promote Teacher Quality? 2. What Dispositions Support Teaching and Student Learning? * Immediacy * Teacher Credibility * Caring * Welcoming and Engaging Caregivers * And more... 3. What Knowledge Do Teachers Need to Support Teaching and Learning? * Knowledge Through Subject-Matter Preparation, Certification, and Experience * Knowledge of How to Communicate * And more... 4. What Teacher Skills are Necessary for a Positive Learning Environment? * Learning Environment Basics * Student Ownership * And more... 5. Conclusion 6. Reproducible Resources 7. Annotated Bibliography and References

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