Competence development Books

Book SynopsisWritten under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.

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Book SynopsisEvaluative Thinking for Advanced Learners, Grades 3-5 will teach students to think critically about values, issues, and ideas while creating defensible arguments.Evaluative thinking is a skill which helps students learn to weigh values and facts in making judgements. Working through the lessons and handouts in this book, students will examine difficult and ambiguous questions from a subjective and balanced perspective. This curriculum provides cohesive, focused, scaffolded lessons to teach each targeted area of competency, followed by authentic application activities for students to then apply their newly developed skill set.This book can be used as a stand-alone gifted curriculum or as part of an integrated curriculum. Each lesson ties in both reading and metacognitive skills, making it easy for teachers to incorporate into a variety of contexts.Table of ContentsIntroduction to Evaluative Thinking Sub-Skill 1: Considering Perspectives, Sub-Skill 2: Developing Criteria, Sub-Skill 3: Assigning Value, Sub-Skill 4: Discussing Gray Area, Sub-Skill 5: Making and Defending Judgements, Appendix A: Assessments, Appendix B: Extensions

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Book SynopsisAnalytical Thinking for Advanced Learners, Grades 35 will teach students to think scientifically, systematically, and logically about questions and problems. Thinking analytically is a skill which helps students break down complex ideas into smaller parts in order to develop hypotheses and eventually reach a solution. Working through the lessons and handouts in this book, students will learn strategies and specific academic vocabulary in the sub-skills of noticing details, asking questions, classifying and organizing information, making hypotheses, conducting experiments, interpreting data, and drawing conclusions. The curriculum provides cohesive, scaffolded lessons to teach each targeted area of competency, followed by authentic application activities for students to then apply their newly developed skill set. This book can be used as a stand-alone gifted curriculum or as part of an integrated curriculum. Each lesson ties in both reading and metacognitive skTable of ContentsIntroduction to Analytical Thinking, Sub-Skill 1: Noticing Details, Sub-Skill 2: Asking Questions, Sub-Skill 3: Classifying and Organizing, Sub-Skill 4: Making Hypotheses, Sub-Skill 5: Investigate and Reflect, Appendix A: Assessments, Appendix B: Extensions

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Book SynopsisAll teachers and trainee teachers need to work towards and within the framework of the Teachers′ Standards. This is the essential guide to the application of these standards in the classroom. *Supports teachers and trainee teachers to interpret the standards effectively and independently. *Demontrates how the standards relate to the classroom. *Practical guidance and classroom based examples linking theory to practice. *Enables readers to enhance their understanding of the standards and to see how their effective application can improve teaching and professional practice. This fifth edition edition has been updated to include a visualisation of each standard. Also added is content on the Core Content Framework (CCF) for Initial Teacher Training and the Early Career Framework (ECF).Table of Contents1 Set high expectations which inspire, motivate and challenge pupils 2 Promote good progress and outcomes by pupils 3 Demonstrate good subject and curriculum knowledge 4 Plan and teach well-structured lessons 5 Adapt teaching to respond to the strengths and needs of all pupils 6 Make accurate and productive use of assessment 7 Manage behaviour effectively to ensure a good and safe learning environment 8 Fulfil wider professional responsibilities 9 Personal and professional conduct 10 Master Teacher 11 Ofsted’s evaluation of the quality of education 12 Delivering quality education: Key messages from the Chief Inspector’s report and the education inspection framework 13 Extending your practice to meet the Teachers’ Standards 14 Successful schools, successful teachers 15 The Core Content Framework and the Early Career Framework

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Book SynopsisIf you are training to teach, The Trainee Teacher′s Handbook is your essential guide. The new edition of this popular book for trainee teachers helps you to build skills and focus on developing your professional practice through understanding, reflection and experimentation. Its practical structure and learning features help you to recognise your own learning needs and set your own targets. This new third edition has been updated to include: - New content on cognitive science and classroom teaching - Now linked to the Core Content Framework (CCF) Table of ContentsPart 1 Learning to teach 1 Why do you want to teach? 2 Planning your journey through teacher training 3 Working with tutors and mentors 4 Reflecting on your practice 5 Using feedback for your own development 6 Potential barriers to teaching 7 Resilience and well-being Part 2 Your teaching practice 8 What do teachers DO? 9 Understanding the Curriculum 10 Planning great lessons 11 Creating teaching resources 12 The inclusive teacher 13 How do we learn? How should we teach? 14 Creating a positive classroom 15 Effective classroom management 16 Checking learners’ progress 17 Pastoral care Part 3 Continuing your learning 18 Sharing your knowledge with others 19 Getting your first job 20 The start of your professional journey 21 A teacher’s life 22 The things they didn’t tell you in training 23 What is the Core Content Framework

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Book SynopsisLearning activities for effective teaching summarised and explained for trainee teachers. This book provides key knowledge on specific learning activities and their use in everyday teaching. It considers the suitability and challenges of each activity and supports trainee teachers to adapt them for their phase, learners and subject. Includes content on how the ITT Core Content Framework links to the selection and adaptation learning activities.Table of ContentsFoundational concepts At the start and at the end Speaking and listening Reading and writing All communication skills Revision and assessing learning

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Book Synopsis** Business Book Awards 2023 Finalist **Need your new sales hires to get up to speed faster? Want your salespeople to stop depending on you? Like to get the very best from your sales team?“This is the book you keep on your shelf and ‘dog-ear’ as a new or seasoned manager with tips you can action immediately. A rare find among sales books today.” Ashton Williams – Senior Manager Revenue Enablement ADA“A masterpiece in sales coaching. Your salespeople will become autonomous in their thinking, discovering their own answers, mastering their own objections, and you will be the guide to their success.” Caroline McCrystal – Senior Account Manager UK&I GTM Banking Experian“Mark does a phenomenal job demystifying sales coaching and making it actionable for frontline managers. A must-read for any sales leader unlocking the performance of their team.” Matthew Dixon – Co-author of The Challenger Sale and JoltMore than ever you need to coach your team so they can think for themselves, take responsibility for their performance and do what you hired them to do. If you want to turn your team into top sales performers, sales coaching must be your focus. Let this practical and easy-to-read book show you how.Mark Garrett Hayes is an accredited coach and trainer, and is passionate about helping sales leaders to dramatically boost sales performance and accountability.Trade ReviewThis book does what it sets out to do. In today's world the effective sales leader is the head coach for the team. This is a book I would put on my desk to reread and make notes. prior to coaching sessions. It is organized around topics that are of immediate importance to sales. As well the overall view is leading the team and team members to solutions they come up with and are responsible for. You don't do the work for them. Very useful book. * NetGalley *This is the best book on sales coaching out there.Mark has done an exceptional job of showing sales leaders how to coach, and provides practical, actionable advice to everyone, from new managers who have never coached before to the most experienced managers who have been coaching for years.This is a must-read for anyone leading a team of sales people. I highly recommend it. * Amazon *Many sales writers seem to fill pages with guff about their exploits and how to do it, but come from a place of never having done sales coaching in the reality of the profession.This one is different because the writer makes you the expert. By the end of this book, I felt he had transformed my thinking and made the hero of the journey. First book to draw me in completely and do this.Highly recommended for every sales leader - new or old! * Amazon *A no nonsense guide to one of the most underrated skills in a Sales Manager’s kitbag. Love it. * Amazon *Sales book of the year! In my role selling training, I read a lot of industry articles and books and I especially like how well organised and easy to use this book is.You don’t get the feeling that you’re being talked down to. Instead, this book holds you by the hand. You get enough info to understand, learn and then apply. Then lots of brilliant coaching questions to use it fast. I especially love tools like the 'quick-start guide' and coaching plans. * Amazon *

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Book SynopsisHow do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies. Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students. This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.Table of ContentsChapter 1. Introduction: Motivating the SEL Field Forward Through Equity; Nicholas Yoder and Alexandra Skoog-Hoffman Section 1. Motivation and SEL Chapter 2. What is the Role of Motivation in Social and Emotional Learning?; Stephen R. Getty, Kenneth E. Barron, and Chris S. Hulleman Chapter 3. Motivation Theory and Its Yields for Promoting Students' Social and Emotional Competence; Rebecca J. Collie Chapter 4. A Self-Determination Theory Perspective on Social and Emotional Learning; Vanessa Kurdi, Mireille Joussemet, and Geneviève A. Mageau Chapter 5. Teachers as Prosocial Leaders Promoting Social and Emotional Learning; Patricia A. Jennings, Tara L. Hofkens, Summer S. Braun, Pamela Y. Nicholas-Hoff, Helen H. Min, and Karime Cameron Section 2. Equity and SEL Chapter 6. Integrating Culturally Relevant Pedagogy with Teacher Social and Emotional Competencies and Capacities Training to Support Racially Minoritized Students; Kamilah B. Legette, Elan C. Hope, Johari Harris, and Charity Brown Griffin Chapter 7. Implementing SEL with an Equity Lens: The Role of “Stretching” in Teachers’ Practice; Enid M. Rosario-Ramos, Deborah Rivas-Drake, and Robert J. Jagers Chapter 8. Increasing Disciplinary Equity by Teaching Neutralizing Routines to Teachers and Students; María Reina Santiago-Rosario and Kent McIntosh Chapter 9. Making Social and Emotional Learning Programs Relevant for Latino Youth of Immigration: The Role of Cultural Adaptations; Sara Castro-Olivo, Jessica Furrer, and Nicholas Yoder Chapter 10. Advancing Equity Through Culturally Responsive Social Emotional Education: Addressing International Student Integration; Tara Madden-Dent Section 3. Research-Practice Partnerships Chapter 11. The Motivating Affordances of Research-Practice Partnerships for Examining Equity-Based Social and Emotional Learning Instruction; Gina McGovern, Colin Ackerman, Deborah Rivas-Drake, Alexandra Skoog-Hoffman, Enid Rosario-Ramos, and Rob Jagers Chapter 12. Engaging in a Bi-Directional Partnership to Support an Expanded Definition of Student Success; Katie H. Buckley and Lindsey Minder Chapter 13. Engaging in Equitable SEL: How Researchers and Practitioners Can Work Together to Expand Learning in Out-Of-School Time; Jessy Newman Chapter 14. From Legislation to a Community Vision:Engaging Diverse Stakeholders in Developing Statewide SEL Guidance; Julie Petrokubi and Sarah Pierce

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Book SynopsisLiterature on academic entitlement is almost always associated with students with little examination of entitlement with reference to educators. Feelings of entitlement among educators make them hold onto rigid 'inherited scripts' and constrain the development of flexibility required in this global and technologically disruptive era. It is imperative that we understand how entitled behaviours are triggered in the discursive context of teachers' practice. Understanding Excessive Teacher and Faculty Entitlement develops a significant body of professional knowledge by providing a deeper and sympathetic understanding of what manifests itself as 'excessive entitlement'. The volume presents a theoretical framework within which one can investigate and articulate issues and helps those concerned with education and teacher education internationally to get a sense of the complexities surrounding teachers' work. Bringing together researchers from diverse geographical contexts, this timely book primarily addresses educators and researchers with a spin-off to human resource management in diverse organizational settings.Table of ContentsChapter 1. Introduction: The Idea of Excessive Teacher Entitlement: Breaking New Ground; Tara Ratnam and Cheryl J. Craig Section I: Illuminating the Cultural Historical Roots of Teacher Entitlement Chapter 2. A Literature Review of the Concept of Entitlement and the Theoretical Informants of Excessive Teacher Entitlement; Lobat Asadi and Salma Ali Chapter 3. Exploring Teacher Entitlement: Perspectives from Personal Experience; Tom Russell Chapter 4. Entitlement as a Promising Concept for Teacher Education Research: From Displacement to Ethical Reframing; Magdalena Kohout-Diaz and Marie-Christine Deyrich Chapter 5. Teachers' Role and Expectations: Processes vs. Outcomes; Heidi Flavian Section II: When Entitlement Becomes a Means to Deflect Chapter 6. The Interaction of Culture and Context in the Construction of Teachers’ Putative Entitled Attitude in the Midst of Change; Tara Ratnam Chapter 7. The Entitled Teacher: Perpetrator or Victim?; David Kirshner and Kim Skinner Chapter 8. Learning Difficulties: On How Knowing Everything Hinders from Learning Anything New; John Buchanan and Wendy Holland Chapter 9. Implicit Pedagogical Entitlement in Teachers’ Profession in Iran: A Sociopolitical Discourse; Khalil Gholami and Sonia Faraji Chapter 10. In-Service Teacher Entitlement Attitude: A Case Study From the Spanish Context; Inmaculada Hernández and Juanjo Mena Section III: Curricular Experiences: Higher Education Chapter 11. Back in the Middle (Again): Working in the Midst of Professors and Graduate Students; Cheryl J. Craig Chapter 12. Faculty Entitlement: Perspectives of Novice Brazilian University Professors; Martha Prata-Linhares, Helena Amaral da Fontoura, and Maria Alzira de Almeida Pimenta Chapter 13. In Between Wellness and Excessive Entitlement: Voices of Faculty Members; Feyza Doyran and Özge Hacıfazlıoğlu Chapter 14. Entitlement in Academia: Multiperspectival Graduate Student Narratives; Miguel Burgess Monroy, Salma Ali, Lobat Asadi, Kim Currens, Amin Davoodi, Matthew Etchells, Eunhee Park, HyeSeung Lee, Shakibah Razmeh, and Erin Singer Section IV: Making the Invisible Visible: Helping Educators Extricate Their Unconscious Self Chapter 15. Was it a Case of Teacher Educator Entitlement? Revisiting Faculty Perspective on Pre-service Teachers’ Classroom Behaviours; Eunice Nyamupangedengu and Constance Khupe Chapter 16. Inquiring into Practice and Agency; Hafdís Guðjónsdóttir Chapter 17. The Unknown Self: Small Stories from an Online Teacher Community in China; Jing Li Section V: Pulling it All Together Chapter 18. Excessive Teacher/Faculty Entitlement in Review: What We Unearthed, Where to From Here; Cheryl J. Craig and Tara Ratnam

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Book SynopsisThis volume contains an Open Access Chapter Stuart A. Karabenick was a prolific scholar and a co-editor of the Advances in Motivation and Achievement book series. At the time of his passing on August 1st, 2020, he was a Professor Emeritus at Easter Michigan University and a Research-Professor Emeritus at the University of Michigan. Throughout his long career in Educational Psychology, Dr. Karabenick conducted research in several areas, and with dozens of collaborators. This volume memorializes Dr. Karabenick by asking some of his collaborators and former students to contribute chapters in the research topic that they worked on with him. The collection begins with a reprint of an article that was published just before Dr. Karabenick passed away, sharing the wisdom he had acquired during his long and distinguished career. The book contains three chapters about help- seeking – one of the topics that Dr. Karabenick examined most frequently in his research – followed by three chapters about teacher motivation and professional development. Next, there are chapters about self-regulation, another of Dr. Karabenick’s favorite research topics. The volume culminates with chapters on a variety of topics: uses of technology to help foster student self-regulation, defining, measuring, and fostering a sense of relevance among students, and improving research through high-quality cognitive pretesting procedures. Volume 22 provides insights into the many contributions that Dr. Karabenick made to the field of Educational Psychology and the important role he played in the lives of his students, collaborators, and friends.Table of ContentsIntroduction; Tim Urdan and Eleftheria N. Gonida SECTION I: Academic Help Seeking Chapter 1. On the Rewards of Being Open to Opportunities and Their Challenges; Stuart A. Karabenick OPEN ACCESS Chapter 2. How Interpersonal Factors Matter for Help Seeking in the Classroom; Allison M. Ryan and Jessica E. Kilday Chapter 3. Academic Help Seeking and Motivational Beliefs in Academically Talented Students; Eleftheria N. Gonida and Ruth Butler Chapter 4: Academic Help Seeking as a Process of Seeking Formative Feedback on Learning; Kara A. Makara and Colleen Kuusinen SECTION II: Teacher Motivation Chapter 5. Who is Responsible for Student Learning? Teachers' Beliefs About Professional Responsibility, Teacher Attributions, and Their Implications for Classroom Processes and Outcomes; Fani Lauermann Chapter 6. Supportive School Workplaces for Beginning Teachers’Motivations and Career Satisfaction; Helen M. G. Watt and Paul W. Richardson Chapter 7. How Teachers Provide Help that Furthers Learning in Digital and Non-Digital Learning Contexts; Akane Zusho and Rhonda Bondie SECTION III: Self-Regulated Learning Chapter 8. Self-Regulated Learning, Core Properties of Human Agency, and Systematic Pedagogies; Héfer Bembenutty Chapter 9. Facilitating Strategic and Effective Approaches to Learning and Academic Success: The Development and Evaluation of Models of Associations Between Early Years Metacognition and Self-Regulation; Loren M. Marulis Chapter 10. Motivational Beliefs, Metacognition and Self-Regulated Learning: Investigating the Learning Triumvirate with Stuart Karabenick; Jean-Louis Berger Chapter 11. Self-Regulated Learning Theory and Epistemic Network Analysis: Understanding University Students’ Use of a Learning Analytics Dashboard; Stefanie D. Teasley, Vitaliy Popov, Jin-Seo Bae, and Shannon Elkins SECTION IV: Relevance, Culture, and Methodology Chapter 12. Educational Relevance in the Motivation Sciences: An Interdisciplinary Synthesis; Jeffrey R. Albrecht and Cameron A. Hecht Chapter 13. Bridging Perspectives: The Epistemic Links between Mastery-Focused and Culturally Inclusive and Responsive Learning Environments; Revathy Kumar, Nancy Seay, and Jeffery H. Warnke Chapter 14. Making it Better: Stuart Karabenick’s Contribution to the Field of Cognitive Pretesting; Tim Urdan and Daniel Teramoto

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Book SynopsisAgainst the backdrop of a pull toward external standards and accountability, this collection of chapters re-grounds us in the importance of bringing the 'self' to the foreground of the discourse of teaching, teacher education and practitioner research. Showcasing the work of an international group of scholars whose research and teaching in higher education institutions focuses on working with teachers at the intersection of their professional and personal identities, this book explores diverse practices, such as self-study and mindfulness, that examine, evoke and invoke the self. The authors articulate a range of important questions: What do we mean when we speak of 'self' in the domain of teaching, and its research and practice? Why is it important for teachers to explore themselves in an age of high-stakes testing and performativity? Developing explorations of 'self' hat stem from a variety of epistemologies spanning Western and East-Asian philosophical schools of thought, this book delves into a rich journey toward the deep, ancient and ever-present question of who we are, opening up various theoretical and practical methods for advancing the endeavors of teaching and teaching research.Table of ContentsIntroduction. Why explore self in teaching, teacher education and practitioner research?; Oren Ergas and Jason K. Ritter Chapter 1. The calm, clear and kind educator: A contemplative educational approach to teacher professional identity and development; Kevin Hulburt, Blak Colaianne, and Robert W. Roeser Chapter 2. Unleashing the elephant out of the closet and into the wildness of inner work; Heesoon Bai, Scott Bowering, Muga Miyagawa, Avraham Cohen, and Charles Scott Chapter 3. The nature of self and its challenges to educational orthodoxy and 'discipline'; Edward M. Sellman Chapter 4. Working in the space between: conundrums in self-study of practice research; Stefinee Pinnegar and Mary Lynn Hamilton Chapter 5. Studying the self in self-study: self-knowledge as a means towards relational teacher education; Julian Kitchen Chapter 6. The self in teaching: an ecological approach; Joris Vlieghe and Piotr Zamojski Chapter 7. Unprivileging dividedness: in favor of undivided ways of knowing; Ellyn Lyle Chapter 8. The educational self as a starting point for understanding and self-study in teaching and teacher education; Jason K. Ritter Chapter 9. The formation of the 'teaching self' through the pulls of day-to-day and meaning; Oren Ergas Chapter 10. Nature-based mindfulness and the development of the ecological self when teaching in higher education; Nicole J. Albrecht Chapter 11. Two perspectives on teaching mindfulness in teacher education: A self-study of two selves; Oren Ergas and Karen Ragoonaden Chapter 12. The teaching self as productive embodied friction: an account on the integration between contemplation and anti-oppressive education; Steven Zhao Afterword. Looking back, moving forward; Sharon Todd

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Book SynopsisIn 1991 Allan Collins, John Seely Brown and Ann Holum published 'Cognitive Apprenticeship: Making Thinking Visible'. Nearly a quarter of a century later John Tomsett encountered their paper and since then, it has influenced his teaching immeasurably. Collins et al. believed that 'domain (subject) knowledge … provides insufficient clues for many students about how to actually go about solving problems and carrying out tasks in a domain'. They believed that you had to make expert subject thinking visible to students. Consequently, Tomsett developed a number of techniques which made his expert subject thinking visible to his students, to great effect. Beyond his own practice, the principles behind Collins et al’s paper have been woven throughout Huntington School in York, where Tomsett is headteacher, a research school whose teachers are committed to developing evidence-informed classroom practice. In this book, a number of Huntington School teachers discuss, in a series of brief essays, what they consider to be the expert thought processes specific to their individual subject domains. They explain in detail how they use cognitive apprenticeship techniques 'in action' to make their disciplinary thinking visible and help their students learn those same expert thought processes. This book is a priceless contribution to the current debate about the curriculum and how it is taught in our schools.

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Book SynopsisTo all the wonderful early career teachers in our sector…You have entered a career in which you are paid to transform the lives of the most incredible children. What a privilege! You are so determined to make a difference and the education sector is full of inspiring colleagues who will guide and support you along the way. Every school has them. Every school needs them. In this book we introduce you to some of them. Written by the Academy Transformation Trust family and friends, this book is a collection of letters by teachers to their ‘NQT self.’ In their letters, teachers recount tales of successes and challenges in their first year of teaching, offering practical tips to support you to thrive in your early years of teaching.We hope you enjoy the book as much as we enjoyed writing it. Enjoy embarking on a journey of lifelong learning whilst serving the learning of others. From the Academy Transformation Trust family and friends.Contributors: Abby Bayford, Alicia Rickards, Amy Bills, Amy Staniforth, Andy Smith, Asha Kailey, Ben Manley, Cat Rushton, Charlotte Tuck, Craig Battrick, David Hicks, Debbie Clinton, Dr Kulvarn Atwal, Evo Hannan, Emma Turner, Freddie Hughes, Haider Abbas, Jon Burrows, Jorge Pashler, Laura Bradley, Lizzie Poole, Lucy Dawes, Lucy Wharton, Luke Taylor, Mary Myatt, Neil Harding, Neil Smith, Nicola Powling, Phillipa Harris, Roma Dhameja, Sarah Lee, Sharifah Lee, Shuaib Khan, Stephanie Badham, Tanya Kempson, Tom Reynolds, Zoe Enser.

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Book SynopsisAs part of the successful and popular Retrieval Practice collection by Kate Jones, this practical resource guide is the go-to guide for a wide range of retrieval practice tasks that teachers can use in their classrooms. There are over fifty evidence-informed and creative, tried and tested, classroom resources and strategies to support retrieval practice. These include starter tasks, tasks to support literacy and revision as well as a range of recommended online quizzing tools. For each resource, there is an explanation with top tips and visuals for easy implementation. All of the resources provided aim to be low effort, high impact. Low effort for the teacher in terms of workload but high impact on student learning. Regardless of the subject or age range taught there are plenty of takeaways for every teacher – a handy retrieval resource guide for every teacher and every classroom.

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Book SynopsisIn The Sweet Spot, Michael Chiles explores the art of teacher explanation and modelling in teaching students what they need to know. Delving into the research, Michael sets out the reasons why the art of telling and showing students underpin effective teaching and learning. Armed with research-based evidence, Michael looks at a range of efficient and effective strategies teachers can use in their own classrooms to expertly explain and model their subject. In the final part of the book, Michael is joined by teachers across the broad range of subjects in the primary and secondary phases to share how they teach one difficult concept within their own subject.

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Book SynopsisThis book will strengthen your research practice and help build a culture of research across your school. Whether you are a class teacher or school leader, you will be guided to use the power of research to strengthen practice in yourself and others. The author offers a practical guide on how to engage in meaningful research that will have a deep and lasting impact on you and your organisation. You will be taken on a journey through a Research Cycle that will build your confidence and purpose as a researcher; deepening professional relationships and improving outcomes for all. You will then be introduced to a range of systems that construct a culture of research in your school, building a climate where the voice of every member of staff is deeply valued and has the potential to influence the strategic development of the organisation. If you are interested in research in schools, this book is for you.

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Book SynopsisThe Four Question Method identifies the questions that drive the thinking that real people do when they take the human world seriously. The authors, Jonathan Bassett and Gary Shiffman, have figured out how to describe and teach what it takes to answer those questions well. This inquiry method gives educators a way to integrate content 'coverage' – through storytelling! – with practice in thinking skills that are central to history and its affiliated academic disciplines, together called social studies. The Four Question Method helps teachers to plan more effectively and students to learn more effectively. It provides guidance for writing research essays. And it transfers: the skills our students practice will work for them when they encounter and make their own history.

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Book SynopsisCurriculum Revolutions is a tool to assist schools in creating, building and maintaining a joined-up curriculum that is cohesive and coherent. Martin Robinson's unique curriculum wheel leads you through a continuous cycle of planning, designing, delivering, reflecting upon and reviewing your curriculum. The process will involve your managers, teachers and pupils, ensuring all understand the importance of a well-functioning curriculum as the cornerstone of the school and the quality of education it delivers. Good curriculum design is a collaborative affair, so each revolution of the wheel focuses on how to get staff working together productively. Most importantly, from a design point of view, Curriculum Revolutions explores the potential pitfalls in the curriculum shape that a school adopts, either consciously or unconsciously. Robinson argues that a sophisticated understanding of the underlying structure, or 'thought architecture', can make all the difference to the quality of the continuing, unfolding project of good curriculum design.Trade ReviewIf, from the title alone, you are expecting some kind of revolutionary anarchy ... well, you won't find it here. That would be misplaced for the serious business at hand - our Trivium-inspired Philosopher Kids won't emerge from chaos. Instead, you'll find a powerful conceptual framework - designed with the artful craftsmanship of a beautiful clock and with the insightful understanding of how teachers thrive; neither always alone or always in collaboration but forever part of a continuous bold and ambitious process than we can best achieve together. -- Tom Sherrington, author of The Learning Rainforest and Teaching WalkThrus

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Book SynopsisIn recent years retrieval practice has continued to grow in prominence and interest – an evidence-informed effective teaching and learning strategy that supports all learners. After extensive reading, engaging with research and working with schools, Kate Jones has written a guide that explores how retrieval practice can work in a primary school context. The book begins with research then focuses on classroom application, covering curriculum design, task and question design with retrieval practice and how to embed retrieval practice as part of the language of learning across the wider school community. This is an essential read for teachers and leaders at all levels looking to effectively embed retrieval practice in their primary classroom.

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Book SynopsisHave you ever marked a set of student essays and been left with little time to develop a resource which pushes your students further? This collection will offer you a time-saving resource to alleviate that workload, alongside developing your subject knowledge and raising the academic aspirations of your students. As teachers of English, Laura Webb and Becky Jones, continually found themselves having to spend precious hours answering essay questions ourselves so that they could guarantee the quality of models our students are exposed to. This collection offers you the opportunity to reclaim your work/life balance whilst safe in the knowledge that your pupils are excelling. You will find essays on a range of the most popular texts ('Macbeth', 'A Christmas Carol' and 'An Inspector Calls' and various poems) that will push students of every ability and help them unlock their potential. These essays are written with all of the major exam board expectations in mind, and ranked based on the exam board criteria for each level. All essays are accompanied by examiner commentary with student-friendly phrasing. Improve your subject knowledge, share responses and plans with your students, or use in your department as a standardisation resource; this collection offers a wide range of opportunities.

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Book SynopsisEvery leader is different; there is no one-size-fits-all solution that someone can copy. Leaders are human, with different personalities, personal preferences, and styles of communication, meaning that no two leaders can be the same. Instead of prescribing constrictive frameworks to force the reader into a cookie-cutter style of leadership, Leadership by Design acts as a mentor, guiding them towards finding their own unique style of leadership. This book is crafted as a self-development journey, providing the tools that one needs - no matter whether they're a CEO, a community leader, a freelancer or something entirely different - to find out what leadership means to them. Balancing cutting-edge theory with useful tips, data, and tasks, this self-guided course will help facilitate a transformation towards becoming the type of leader the reader has always believed they can be. We all can grow as leaders.

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Book SynopsisAre you exhausted by the need to constantly advocate for the value of your work? Do you experience self-doubt when it comes to your authority and credibility in the field? Do you feel stuck professionally, in a cycle with no one to advocate for you? You are not alone. Whether you're lacking clarity, alignment, confidence, or motivation, you have the ability to build up your inner strength-your design character-to create resilience and impact in your life and work. Dr. Melis Senova, author and creator of This Human, has spent 23 years in the world of design and leadership and discovered there was a big conversation that wasn't taking place: It doesn't matter how good a designer you are if you don't know who is doing the designing. This susceptibility to "moral fading" and lack of confidence has been silently plaguing designers for years, so Dr. Senova built her Design Character blueprint to provide the tools needed to help you become clear and uncover the type of designer (and human) you want to be in this world. In this book you'll learn: * How to build values literacy and understand how values can inform your work. * How to become aware of and diminish blindspots in your work. * How to develop your own ethics and discover different ways to think about them. * How to have impactful conversations that propel your work and career forward. * How to establish strong boundaries to keep yourself, and others, safe. Design Character is not one of your typical personal growth books. Inside you'll not only find fun, interactive, and lively pages, but also 14 exercises based on research from human centered design, strategic design, design innovation, mindfulness, somatic psychotherapy, neuroscience, and more. If you're ready to find alignment in your work and life, gain a greater understanding of who you are, and make an impact on the world, begin your Design Character journey today.

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Book SynopsisFamily and Community Partnerships: Promising Practices for Teachers and Teacher Educators, offers a fresh new look at the competencies, strategies, and practices that effective educators develop to build strong partnerships with families and communities. Written by leaders in the field, the book is an outgrowth of a cutting-edge initiative led by the National Association for Family, School, and Community Engagement to reimagine how educators are prepared for family and community engagement. Based on four guiding practices - reflect, connect, collaborate, and lead alongside families – each section of the book highlights theory, real-world strategies, discussion questions, and activities that can be used by teachers, teacher educators, and professional learning specialists to inspire new ideas for courses, workshops, and for self-reflection.

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Book SynopsisFamily and Community Partnerships: Promising Practices for Teachers and Teacher Educators, offers a fresh new look at the competencies, strategies, and practices that effective educators develop to build strong partnerships with families and communities. Written by leaders in the field, the book is an outgrowth of a cutting-edge initiative led by the National Association for Family, School, and Community Engagement to reimagine how educators are prepared for family and community engagement. Based on four guiding practices - reflect, connect, collaborate, and lead alongside families – each section of the book highlights theory, real-world strategies, discussion questions, and activities that can be used by teachers, teacher educators, and professional learning specialists to inspire new ideas for courses, workshops, and for self-reflection.

Read more less