Decision theory: general Books

Book SynopsisThis book delves into the power of the conversation and the words we use. There is a tremendous need for people to be more thoughtful and careful with their words. Electronic transactions tend to be shorter and quicker and in many cases, delivered without much thought as to the impact of the message and the words. As soon as the words are spoken or written and received, it is too late to take them back. In addition, most conflicts and challenging situations could be avoided, minimized, and/or deescalated with an effective conversation. Effective and meaningful conversations do not come naturally but it is a skill that can be learned through education and practice. This book will walk you through effective principles and practices that can be used to enhance the probability of a good outcome from a challenging situation and conversation. The words we choose do make a difference and this fact needs to be at the forefront of our thought process as we enter a face to face conversation, comTrade ReviewThe need for meaningful and authentic conversations has never been greater. Stan Wisler’s book provides examples of how to have honest conversations that can be easily modified to make your own. Ethical leadership provides legitimacy through truthful conversations promoting openness, and leading through the heart modeling self-reflection and positivity. -- Claire Hertz, Vice-President, International Association of School Business Officials Deputy Superintendent of Business & Operations, Portland Public Schools, OregonWOW! Leave it to an accountant to predict the success or failure of a crucial conversation through a mathematical equation! This is a must read for anyone who wants to have more meaningful and productive conversations and relationships. This is Stan’s first book but I bet it won’t be his last. -- Charles E. Peterson, MBA, SFO, PCSBA, Immediate Past President, International Association of School Business Officials; Chief Financial Officer, Central Susquehanna Intermediate Unit, PennsylvaniaConversations are a critical element of developing relationships that are so important to effective leadership. Stan Wisler’s book provides practical advice and techniques to guide conversations with the goal of a positive outcome to improve relationships. This book outlines effective practices that can be utilized in one’s personal and professional life and is a must read to support leaders at all levels to better understand the power of their words and the messages that are conveyed. -- Amy F. Sichel, Ph.D., Superintendent of Schools, Abington, Pennsylvania, Past-President of AASA, Alexandria, VirginiaTable of ContentsPreface Acknowledgements Introduction Chapter 1: Words and the Conversation Matter Chapter 2: Deal With It Chapter 3: Control Your Emotions Chapter 4: Create Safe Space Chapter 5: Speak From the Heart Chapter 6: Listen for Understanding Chapter 7: Allow for Differences Chapter 8: Slow Down Chapter 9: Reflection Chapter 10: Create the Win-Win Chapter 11: Embrace Every Opportunity About the Author

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Book SynopsisThis book delves into the power of the conversation and the words we use. There is a tremendous need for people to be more thoughtful and careful with their words. Electronic transactions tend to be shorter and quicker and in many cases, delivered without much thought as to the impact of the message and the words. As soon as the words are spoken or written and received, it is too late to take them back. In addition, most conflicts and challenging situations could be avoided, minimized, and/or deescalated with an effective conversation. Effective and meaningful conversations do not come naturally but it is a skill that can be learned through education and practice. This book will walk you through effective principles and practices that can be used to enhance the probability of a good outcome from a challenging situation and conversation. The words we choose do make a difference and this fact needs to be at the forefront of our thought process as we enter a face to face conversation, comTrade ReviewThe need for meaningful and authentic conversations has never been greater. Stan Wisler’s book provides examples of how to have honest conversations that can be easily modified to make your own. Ethical leadership provides legitimacy through truthful conversations promoting openness, and leading through the heart modeling self-reflection and positivity. -- Claire Hertz, Vice-President, International Association of School Business Officials Deputy Superintendent of Business & Operations, Portland Public Schools, OregonWOW! Leave it to an accountant to predict the success or failure of a crucial conversation through a mathematical equation! This is a must read for anyone who wants to have more meaningful and productive conversations and relationships. This is Stan’s first book but I bet it won’t be his last. -- Charles E. Peterson, MBA, SFO, PCSBA, Immediate Past President, International Association of School Business Officials; Chief Financial Officer, Central Susquehanna Intermediate Unit, PennsylvaniaConversations are a critical element of developing relationships that are so important to effective leadership. Stan Wisler’s book provides practical advice and techniques to guide conversations with the goal of a positive outcome to improve relationships. This book outlines effective practices that can be utilized in one’s personal and professional life and is a must read to support leaders at all levels to better understand the power of their words and the messages that are conveyed. -- Amy F. Sichel, Ph.D., Superintendent of Schools, Abington, Pennsylvania, Past-President of AASA, Alexandria, VirginiaTable of ContentsPreface Acknowledgements Introduction Chapter 1: Words and the Conversation Matter Chapter 2: Deal With It Chapter 3: Control Your Emotions Chapter 4: Create Safe Space Chapter 5: Speak From the Heart Chapter 6: Listen for Understanding Chapter 7: Allow for Differences Chapter 8: Slow Down Chapter 9: Reflection Chapter 10: Create the Win-Win Chapter 11: Embrace Every Opportunity About the Author

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Book SynopsisIf you have ever had the opportunity to observe a master craftsperson at work, one of the first things you will notice is how easy they make their work look. This principle applies to artists, athletes, plumbers and painters. It also applies to teachers.If you were fortunate enough to have some master teachers in your K to 12 schooling or for your university student teaching, you will have seen this principle at work. You will recall how easy they made teaching look. For the most part, their classes just flowed. The teacher would ask the students to do something, and the students did it. The teacher would cue the kids to transition into a new activity, and the kids transitioned. There was little conflict, few arguments, and the vast majority of classroom time was spent engaged in learning. It is a pleasure to observe these kinds of behaviors in the classrooms of master teachers, but this leaves us with an important question: how do they do it? Just how did these teachers get thTrade ReviewDr. Ripley’s The Successful Teacher’s Survival Kit is a brilliant reminder of how master educators can make the complex job of teaching look effortless. Steeped in experience and insight, Dr. Ripley shares his gift for teaching via stories and proactive considerations for creating successful classroom environments. As a seasoned educator, I only wish that this invaluable publication was available when I entered the profession -- a must-have for all teachers! Robyn Shewchuk, M Ed. Over 30 years of experience in K-12 and post-secondary education. So much of learning how to teach is done through experience…but there is nothing wrong with peeking at the answer key first. The 83 strategies described in The Successful Teacher’s Survival Kit are “the answer key” to successful teaching! -- Ryan Nichols, B Ed. 15 year junior high teacherFor teachers with decades of classroom experience and for teachers committed to lifelong learning, The Successful Teacher’s Survival Kit offers exceptional insights in mastering the art of teaching... a book worth wearing out at any stage of your career. -- Bob Gagnon, B Ed; MRE; 25 years of teachingI loved Dr. Ripley's The Successful Teacher’s Survival Kit! This book gives me insightful knowledge about obstacles that I never considered before entering the teaching profession, and ways to overcome them. -- Nicole Dundys, University of AlbertaDr. Ripley’s The Successful Teacher’s Survival Kit provided me with valuable knowledge that could otherwise take years to develop. I know this because during my practicum I shared some of The Successful Teacher’s Survival Kit with seasoned teachers who were equally grateful to hear this insightful information. -- Rhonda Baldry, Novice TeacherThe Successful Teacher’s Survival Kit provides practical and time-proven strategies and ideas. They can be easily adapted to fit any classroom and can be drawn upon at any time or for any situation. -- Margit Warner, preservice teacher, University of AlbertaThe Successful Teacher’s Survival Kit gave me a most realistic snapshot of life as a teacher and has also helped me to understand teaching as a continuous reflective practice, so I may teach and guide my students to the best of my abilities. The Successful Teacher’s Survival KIT is extremely relevant for any teacher. -- Angelene Huffman, preservice teacher, University of AlbertaThe Successful Teacher’s Survival Kit not only provides guidance on how to teach, but it also helps prepare you for the life of being a teacher both inside and outside of the classroom. This is a wonderful and most useful resource that every teacher should have. -- Kennedy Scherbinski, University of AlbertaThe Successful Teacher’s Survival Kit will be my teaching Bible. -- Samia Sarwar, preservice teacherTable of ContentsPreface: Fish Discover Water Last Acknowledgements Introduction: Establishing Legitimacy How to Get the Most from this Book Section One: What You Need To Know and Do before School Even Starts Introduction: The Importance of the Teacher and the Power of Positive Thinking 1.The Question You MUST Answer First! 2.Do Your Christmas Shopping in the Summer! 3.The Stomach and the Brain – Have Food Available for Your Kids 4.Vomit, Coffee & Ketchup – Have a Change of Clothing Available for Yourself 5.Mints and Toothpaste – Essential Tools for Effective Teaching 6.The Best Teacher Prep Tool Ever Made – Large Capacity Flash Drives 7.Who’s the Boss? Probably the Principal 8.Without This – Nothing Else Really Matters: Lessons from a Student to a Teacher 9.Establish a Seating Plan That Allows Maximum Proximity to Your Students 10.Tick. Tick. Tick. 11.The Problem of Pens, Pencils, Paper . . . 12.How Sponge Activities Can Prevent All Kinds of Discipline Issues 13.Facebook, Twitter and Twits 14.The Only Three Ways to Teach a Child 15.No Matter Where You Go – There You Are 16.Is Teaching Really Your Gift? 17.Half Step, Full Step, Step and a Half: How Many Steps Will Your Kids Be Taking With You This Year? Section Two: What You Need To Do With Your Students on The First Day And During The First Week Of School Introduction 18.You Never Get a Second Chance to Make a First Impression 19.Pizza and Movies: The Best Investments You May Ever Make 20.Why Procedures and Routines – The Way We Do Things in Our Classroom – Are Critical to Successful Teaching 21.Start Teaching the Curriculum on Day One 22.To Know Them Is To Love Them . . . Well, Most of the Time 23.Why Should the Kids Listen to You? The Importance of Establishing Legitimacy. 24.Fired Up? Ready to Go? 25.Let Horton the Elephant Be Your Role Model 26.Even Monkeys Know When Something is Unfair 27.When You Are Vastly Outnumbered, Fighting is Unwise 28.The Importance of Face 29.Never Look Back When Asking a Student to Follow You Out of the Classroom 30.Don’t Just Stand There – DO SOMETHING! 31.Knowledge Has Value 32.Did I Do That? Helping Students Keep Track of Their Achievements 33.Always Have a Plan B. 34.What Did You Learn in School Today? Section Three: What You Need To Do During The First Month Introduction 35.Eyes Open; Ears Open; Mouth Closed 36.The Best Teachers You Will Ever Have 37.Secretaries, Custodians and Teacher Aides 38.Who Knew? Ten Minutes is a Huge Chunk of Time 39.Maybe Not 50 Shades of Gray – But 49 For Sure 40.What’s the Difference Between a Classroom and a Petri Dish? 41.Want to Avoid Classroom Chaos? Bait the Hook to Suit the Fish! 42.How to Train a Tiger – The Art of Negotiating with Your Students 43.Practice Saying, “I’m sorry” and really mean it 44.Getting the Elephant to Go Where You Want It to Go 45.You Don’t Want to Send Kids to the Principal’s Office – At Least, Not Often 46.When You Bring a Problem to Your Principal, Always Bring a Solution 47.When Your Students Tell You Stories about Their Families 48.How to Get Parents/Caregivers to Look Forward to Your Phone Calls 49.Parent’s/Caregiver’s and Emails – Managing Expectations 50.Don’t Confuse Activity with Achievement 51.What Do You Mean You Only Taught That Once? The 9 Laws of Learning 52.In Pursuit of Peppermints and PEZ™ 53.So You Reached the End of September – Time to Take a Good Look Around You Section Four: What You Need To Do During the Rest of the Year Introduction 54.Great Teachers are Great Storytellers with Great Stories to Tell 55.Remember the Starfish Story – You Cannot Save Them All 56.You Must Learn to Adjust 57.Not My Circus – Not My Monkeys 58.Remember. . . There Is Always Enough Time To Do the Most Important Things 59.Learn to Make Staff Meetings Productive 60.Learn to Say “NO” Nicely 61.Make the 80 - 20 Rule Work for You 62.Become First a Good Animal 63.Who Do You Need to Forgive the Most? 64.If Your Name is Johnny, You Must be Bad 65.I Am Not My Older Brother . . . 66.Remember This About Your Students – They’re Not Done Yet 67.You Can’t Free a Fish from Water - Your Students Live at Home 68.They Already Have Friends 69.Do You Want to Hear a Joke? 70.How to Use Music to Sooth a Savage Beast 71.When You’re Sick, Tired, Cranky, or Having a Bad Day 72.You Are Rarely the Target – Even When They’re Aiming at You 73.Every Artist Was First an Amateur 74.You Are Never Done 75.When You Stop Learning, You Are Done 76.You Don’t Bring in an Elephant to Teach the Color Gray 77.How Do You Eat an Elephant? 78.Why We Don’t Try to Teach a Pig to Fly 79.The IKEA Effect – The Pride We Feel in Work We Do Ourselves 80.If You Are Working Harder Than Your Students in Class, You’re doing It Wrong! 81.The Virtue of Frustration 82.Let This Year’s Students Help Make Your Courses Better for Next Year 83.So You Reached the End of June – Time to Look Back Section Five: What You Need To Do During the Second and Third Years of Teaching, and Going Forward From There Twenty-Eight Essential Truths About Teaching Lastly: The Secret to Success in Teaching Three Recommendations for Further Reading References About the Author

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Book SynopsisIf you have ever had the opportunity to observe a master craftsperson at work, one of the first things you will notice is how easy they make their work look. This principle applies to artists, athletes, plumbers and painters. It also applies to teachers.If you were fortunate enough to have some master teachers in your K to 12 schooling or for your university student teaching, you will have seen this principle at work. You will recall how easy they made teaching look. For the most part, their classes just flowed. The teacher would ask the students to do something, and the students did it. The teacher would cue the kids to transition into a new activity, and the kids transitioned. There was little conflict, few arguments, and the vast majority of classroom time was spent engaged in learning. It is a pleasure to observe these kinds of behaviors in the classrooms of master teachers, but this leaves us with an important question: how do they do it? Just how did these teachers get thTrade ReviewDr. Ripley’s The Successful Teacher’s Survival Kit is a brilliant reminder of how master educators can make the complex job of teaching look effortless. Steeped in experience and insight, Dr. Ripley shares his gift for teaching via stories and proactive considerations for creating successful classroom environments. As a seasoned educator, I only wish that this invaluable publication was available when I entered the profession -- a must-have for all teachers! Robyn Shewchuk, M Ed. Over 30 years of experience in K-12 and post-secondary education. So much of learning how to teach is done through experience…but there is nothing wrong with peeking at the answer key first. The 83 strategies described in The Successful Teacher’s Survival Kit are “the answer key” to successful teaching! -- Ryan Nichols, B Ed. 15 year junior high teacherFor teachers with decades of classroom experience and for teachers committed to lifelong learning, The Successful Teacher’s Survival Kit offers exceptional insights in mastering the art of teaching... a book worth wearing out at any stage of your career. -- Bob Gagnon, B Ed; MRE; 25 years of teachingI loved Dr. Ripley's The Successful Teacher’s Survival Kit! This book gives me insightful knowledge about obstacles that I never considered before entering the teaching profession, and ways to overcome them. -- Nicole Dundys, University of AlbertaDr. Ripley’s The Successful Teacher’s Survival Kit provided me with valuable knowledge that could otherwise take years to develop. I know this because during my practicum I shared some of The Successful Teacher’s Survival Kit with seasoned teachers who were equally grateful to hear this insightful information. -- Rhonda Baldry, Novice TeacherThe Successful Teacher’s Survival Kit provides practical and time-proven strategies and ideas. They can be easily adapted to fit any classroom and can be drawn upon at any time or for any situation. -- Margit Warner, preservice teacher, University of AlbertaThe Successful Teacher’s Survival Kit gave me a most realistic snapshot of life as a teacher and has also helped me to understand teaching as a continuous reflective practice, so I may teach and guide my students to the best of my abilities. The Successful Teacher’s Survival KIT is extremely relevant for any teacher. -- Angelene Huffman, preservice teacher, University of AlbertaThe Successful Teacher’s Survival Kit not only provides guidance on how to teach, but it also helps prepare you for the life of being a teacher both inside and outside of the classroom. This is a wonderful and most useful resource that every teacher should have. -- Kennedy Scherbinski, University of AlbertaThe Successful Teacher’s Survival Kit will be my teaching Bible. -- Samia Sarwar, preservice teacherTable of ContentsPreface: Fish Discover Water Last Acknowledgements Introduction: Establishing Legitimacy How to Get the Most from this Book Section One: What You Need To Know and Do before School Even Starts Introduction: The Importance of the Teacher and the Power of Positive Thinking 1.The Question You MUST Answer First! 2.Do Your Christmas Shopping in the Summer! 3.The Stomach and the Brain – Have Food Available for Your Kids 4.Vomit, Coffee & Ketchup – Have a Change of Clothing Available for Yourself 5.Mints and Toothpaste – Essential Tools for Effective Teaching 6.The Best Teacher Prep Tool Ever Made – Large Capacity Flash Drives 7.Who’s the Boss? Probably the Principal 8.Without This – Nothing Else Really Matters: Lessons from a Student to a Teacher 9.Establish a Seating Plan That Allows Maximum Proximity to Your Students 10.Tick. Tick. Tick. 11.The Problem of Pens, Pencils, Paper . . . 12.How Sponge Activities Can Prevent All Kinds of Discipline Issues 13.Facebook, Twitter and Twits 14.The Only Three Ways to Teach a Child 15.No Matter Where You Go – There You Are 16.Is Teaching Really Your Gift? 17.Half Step, Full Step, Step and a Half: How Many Steps Will Your Kids Be Taking With You This Year? Section Two: What You Need To Do With Your Students on The First Day And During The First Week Of School Introduction 18.You Never Get a Second Chance to Make a First Impression 19.Pizza and Movies: The Best Investments You May Ever Make 20.Why Procedures and Routines – The Way We Do Things in Our Classroom – Are Critical to Successful Teaching 21.Start Teaching the Curriculum on Day One 22.To Know Them Is To Love Them . . . Well, Most of the Time 23.Why Should the Kids Listen to You? The Importance of Establishing Legitimacy. 24.Fired Up? Ready to Go? 25.Let Horton the Elephant Be Your Role Model 26.Even Monkeys Know When Something is Unfair 27.When You Are Vastly Outnumbered, Fighting is Unwise 28.The Importance of Face 29.Never Look Back When Asking a Student to Follow You Out of the Classroom 30.Don’t Just Stand There – DO SOMETHING! 31.Knowledge Has Value 32.Did I Do That? Helping Students Keep Track of Their Achievements 33.Always Have a Plan B. 34.What Did You Learn in School Today? Section Three: What You Need To Do During The First Month Introduction 35.Eyes Open; Ears Open; Mouth Closed 36.The Best Teachers You Will Ever Have 37.Secretaries, Custodians and Teacher Aides 38.Who Knew? Ten Minutes is a Huge Chunk of Time 39.Maybe Not 50 Shades of Gray – But 49 For Sure 40.What’s the Difference Between a Classroom and a Petri Dish? 41.Want to Avoid Classroom Chaos? Bait the Hook to Suit the Fish! 42.How to Train a Tiger – The Art of Negotiating with Your Students 43.Practice Saying, “I’m sorry” and really mean it 44.Getting the Elephant to Go Where You Want It to Go 45.You Don’t Want to Send Kids to the Principal’s Office – At Least, Not Often 46.When You Bring a Problem to Your Principal, Always Bring a Solution 47.When Your Students Tell You Stories about Their Families 48.How to Get Parents/Caregivers to Look Forward to Your Phone Calls 49.Parent’s/Caregiver’s and Emails – Managing Expectations 50.Don’t Confuse Activity with Achievement 51.What Do You Mean You Only Taught That Once? The 9 Laws of Learning 52.In Pursuit of Peppermints and PEZ™ 53.So You Reached the End of September – Time to Take a Good Look Around You Section Four: What You Need To Do During the Rest of the Year Introduction 54.Great Teachers are Great Storytellers with Great Stories to Tell 55.Remember the Starfish Story – You Cannot Save Them All 56.You Must Learn to Adjust 57.Not My Circus – Not My Monkeys 58.Remember. . . There Is Always Enough Time To Do the Most Important Things 59.Learn to Make Staff Meetings Productive 60.Learn to Say “NO” Nicely 61.Make the 80 - 20 Rule Work for You 62.Become First a Good Animal 63.Who Do You Need to Forgive the Most? 64.If Your Name is Johnny, You Must be Bad 65.I Am Not My Older Brother . . . 66.Remember This About Your Students – They’re Not Done Yet 67.You Can’t Free a Fish from Water - Your Students Live at Home 68.They Already Have Friends 69.Do You Want to Hear a Joke? 70.How to Use Music to Sooth a Savage Beast 71.When You’re Sick, Tired, Cranky, or Having a Bad Day 72.You Are Rarely the Target – Even When They’re Aiming at You 73.Every Artist Was First an Amateur 74.You Are Never Done 75.When You Stop Learning, You Are Done 76.You Don’t Bring in an Elephant to Teach the Color Gray 77.How Do You Eat an Elephant? 78.Why We Don’t Try to Teach a Pig to Fly 79.The IKEA Effect – The Pride We Feel in Work We Do Ourselves 80.If You Are Working Harder Than Your Students in Class, You’re doing It Wrong! 81.The Virtue of Frustration 82.Let This Year’s Students Help Make Your Courses Better for Next Year 83.So You Reached the End of June – Time to Look Back Section Five: What You Need To Do During the Second and Third Years of Teaching, and Going Forward From There Twenty-Eight Essential Truths About Teaching Lastly: The Secret to Success in Teaching Three Recommendations for Further Reading References About the Author

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Book SynopsisThis text is a call to action. The title Escape from Teaching may sound a bit like an imperative. However, much of the recent findings from educational and brain research, especially regarding the potential benefits of informal and self-structured learning, are never realized in educational practice. It is time to ask: What did we really learn from all those years that we spent in instructional and often insulting contexts? What have we got to show from our formal education and what can we become as a result of this experience? What do we forget in such contexts and did it deprive us of our self-confidence and self-structuring skills? What consequences are associated with seeking and testing can equip us with permanent skills and abilities? How could educational institutions change to become places for successful self-directed skills development? And, how can we, as individuals and as a society, develop the potential that rests within us all?Trade ReviewMany European and non-European countries, such as Germany, are racing into a momentous educational catastrophe almost unchecked: a competence catastrophe. Instead of nurturing learner competencies, such as creativity and self-directed learning, some educational organizations continue to favor traditional forms of learning, even in the face of digitization, employing what the author refers to as mediation logic that has no backing from modern research evidence in neuroscience and learning research. If the competence catastrophe can be stopped at all, then a courageous train of thought, such as that of Rolf Arnold presented in this book, requires implementation in pedagogical practice! -- John Erpenbeck, PhD, professor, SIBE - Steinbeis University, BerlinThe concept presented in this book by Rolf Arnold provides, among other things, important foundations for understanding the development of diversity competence in education: A self-organized development process facilitated through an enabling educational framework. Doubts, contradictions and confusions are addressed in this book, which promotes an educational framework that targets competence development, including understanding the didactical process of assisting learner competence to systematically cope with the experience of experiencing, but also wider competencies such as the ability to cope with cognitive, but also emotional dissonance. -- Werner Sauter, Blended Solutions GmbH, BerlinTable of ContentsIntroduction: The reason: the competence catastrophe Chapter 1: The human species is capable of learning Chapter 2: We can learn, but we cannot be taught Chapter 3: Learning is not mediated, but appropriated Chapter 4: We learn from others, but we think alone Chapter 5: Learning is less preparation and more identity formation Chapter 6: Education is about seeking, not finding Chapter 7: Self-study skills are the key to change Chapter 8: A new understanding of learning and how to promote it Chapter 9: Self-learning requires appreciation, guidance, stimulating arrangements, and support Chapter 10: Skills development requires a guide for educational institutions Conclusion: The outlook: Journey to the age of self-structured learning Bibliography Author biography

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Book SynopsisThe majority of students are required to attend their neighborhood public school unless their parents apply to an alternate program such as private and charter schools. Seldom is a comprehensive measurement program in place for parents to assist them in determining whether their local school is providing quality educational services and, when a reporting system is in place, an unbiased evaluation is lacking. This book demonstrates how parents can make informed choices regarding their local school or others within their community. The accountability model presented was highly rated by the U.S. Department of Education and its approach is used in Alberta and California. Fixed boundaries should be replaced and all schools labeled as magnet centers with locally developed mission statements to attract students without transportation costs. Democratizing the workplace is as necessary as democratizing our schools so that workers are recognized and rewarded according to their team's performanceTrade ReviewIn this practical and timely book, Jim Dueck makes the case for accountability not as an abstract notion but as a practical guide for parents, policymakers, and the public. Most accountability systems, unfortunately, include data that are cowardly and lack credibility (“Everybody’s a winner!”) or politically motivated (“Everybody’s a loser!”). To be sure, there is much that many readers will find objectionable in these pages, but that is all the more reason to use this book as a platform for discussion, debate, and constructive conversation. -- Douglas Reeves, PhD, author; researcher; Creative Leadership SolutionsDr. Jim Dueck in his new book, Accountable Schools, urges everyone from politicians and pubic servants, teachers and teachers’ unions to parents and students to making schools in the American and Canadian contexts more democratic, more accountable, more transparent and overall more business-like. He irreverently calls out everyone, supporting his assertions through examining over 20 years of research. He not only dramatically demonstrates how these combined pursuits will improve students’ achievement and outcomes, improved teaching, improved parenting, and more prudent use of tax dollars, but actually provides detailed tools and processes for doing so....a succinct guide for transformative changes in our public-school systems. -- Maria David-Evans, BSc., MBA, MA, RSW, former deputy minister of learning, Alberta; MBA instructor, University of Alberta, School of BusinessOur educational system today needs to embrace change and help shape its direction. Dr Dueck’s fascinating field-based research explores a range of innovative models for practical, results-oriented solutions to this challenge. All who want to see students succeed will find this book a stimulating primer for creating effective learning environments. -- George Durance, PhD, president, Teach Beyond Inc.; president emeritus, Ambrose University CollegeDr. Dueck delivers a key message: schools’ purpose is to promote learning yet we fail to measure and report outcomes or create appropriate consequences for teachers, schools and school systems that don’t deliver. Instead, we engage in expensive ineffective initiatives like reducing class-size that are mere distractions from our purpose. -- Roger Palmer, PhD, deputy minister of education (retired), Government of AlbertaTable of ContentsPreface Chapter 1: Holding Accountable What We Value Chapter 2: Education is a Big Spending Business Chapter 3: Not All Teachers Are the Same and Neither Are Their Schools. Chapter 4: Pressure Works Chapter 5: Unwinding the Myth about Extrinsic Motivation Chapter 6: Democratizing Educators Chapter 7: An Accountability Model That Works Chapter 8: Trust or Ensure Chapter 9: Holding Parents Accountable Chapter 10: Fully Enlisting Parents Chapter 11: Civilizing Student Dress Chapter 12: Financial Consequences Chapter 13: Avoiding Continuous Pass Chapter 14: A Realistic Perspective Conclusion

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Book SynopsisThe majority of students are required to attend their neighborhood public school unless their parents apply to an alternate program such as private and charter schools. Seldom is a comprehensive measurement program in place for parents to assist them in determining whether their local school is providing quality educational services and, when a reporting system is in place, an unbiased evaluation is lacking. This book demonstrates how parents can make informed choices regarding their local school or others within their community. The accountability model presented was highly rated by the U.S. Department of Education and its approach is used in Alberta and California. Fixed boundaries should be replaced and all schools labeled as magnet centers with locally developed mission statements to attract students without transportation costs. Democratizing the workplace is as necessary as democratizing our schools so that workers are recognized and rewarded according to their team's performanceTrade ReviewIn this practical and timely book, Jim Dueck makes the case for accountability not as an abstract notion but as a practical guide for parents, policymakers, and the public. Most accountability systems, unfortunately, include data that are cowardly and lack credibility (“Everybody’s a winner!”) or politically motivated (“Everybody’s a loser!”). To be sure, there is much that many readers will find objectionable in these pages, but that is all the more reason to use this book as a platform for discussion, debate, and constructive conversation. -- Douglas Reeves, PhD, author; researcher; Creative Leadership SolutionsDr. Jim Dueck in his new book, Accountable Schools, urges everyone from politicians and pubic servants, teachers and teachers’ unions to parents and students to making schools in the American and Canadian contexts more democratic, more accountable, more transparent and overall more business-like. He irreverently calls out everyone, supporting his assertions through examining over 20 years of research. He not only dramatically demonstrates how these combined pursuits will improve students’ achievement and outcomes, improved teaching, improved parenting, and more prudent use of tax dollars, but actually provides detailed tools and processes for doing so....a succinct guide for transformative changes in our public-school systems. -- Maria David-Evans, BSc., MBA, MA, RSW, former deputy minister of learning, Alberta; MBA instructor, University of Alberta, School of BusinessOur educational system today needs to embrace change and help shape its direction. Dr Dueck’s fascinating field-based research explores a range of innovative models for practical, results-oriented solutions to this challenge. All who want to see students succeed will find this book a stimulating primer for creating effective learning environments. -- George Durance, PhD, president, Teach Beyond Inc.; president emeritus, Ambrose University CollegeDr. Dueck delivers a key message: schools’ purpose is to promote learning yet we fail to measure and report outcomes or create appropriate consequences for teachers, schools and school systems that don’t deliver. Instead, we engage in expensive ineffective initiatives like reducing class-size that are mere distractions from our purpose. -- Roger Palmer, PhD, deputy minister of education (retired), Government of AlbertaTable of ContentsPreface Chapter 1: Holding Accountable What We Value Chapter 2: Education is a Big Spending Business Chapter 3: Not All Teachers Are the Same and Neither Are Their Schools. Chapter 4: Pressure Works Chapter 5: Unwinding the Myth about Extrinsic Motivation Chapter 6: Democratizing Educators Chapter 7: An Accountability Model That Works Chapter 8: Trust or Ensure Chapter 9: Holding Parents Accountable Chapter 10: Fully Enlisting Parents Chapter 11: Civilizing Student Dress Chapter 12: Financial Consequences Chapter 13: Avoiding Continuous Pass Chapter 14: A Realistic Perspective Conclusion

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Book SynopsisSounding the Alarm in the Schoolhouse: Safety, Security, and Student Well-Being was written as a resource guide for educational and mental health professionals and policymakers, as well as families and communities seeking to develop programming to reduce school violence and promote safe, engaging, and effective schools. This book explores the growing crisis in school safety and security through the lens of the roles that mental health and student and community well-being play in creating environments that are resistant to violent and antisocial behavior. The book gives practical information and research on school, classroom or community applications, the latest trends and issues in the field, and best practices for promoting student health and well-being. It also covers violence prevention measures and protocols to follow in crisis intervention situations. Issues of culture, gender and society are specifically addressed.Trade ReviewIt is essential that all school administrators, teachers, staff, stakeholders, students, families and communities read Sounding the Alarm in the Schoolhouse. Strikingly revealed is that school violence does not just occur in the United States, but across the entire world and can be far more emotionally harmful than anyone realizes. In their work, the authors provide strategies and suggestions that will ensure safety is paramount for all students but take particular care to provide strategies for lesser recognized groups of students, such as students with disabilities and other marginalized populations. -- Charles D. Zimmerman, M.S.S., special ggent (retired), U.S. Agency for International Development, Office of the Inspector GeneralWith school violence seemingly on the rise, it is important that school districts, educators and parents read Sounding the Alarm in the Schoolhouse. The authors provide a plethora of information that will assist schools in keeping the students in and outside of its walls safe. From the staggering statistics on school violence and bullying, to the myriad of safety protocols to protect students, teachers and parents alike will recognize and understand the vital role that schools and students themselves have in keeping the educational community safe. -- Judith L. Klimkiewicz, EdD, senior consultant for K-12 College/Career Education and Workforce Development, Commissioner's Office, Massachusetts, Department of Elementary and Secondary Education, superintendent of schools, retired, Nashoba Valley Technical School District, MAWhat could be more important topics in this day and age than those covered in Sounding the Alarm in the Schoolhouse. This book offers sound strategies that all school personnel can understand and implement, the authors make important connections between safe school environments and student engagement, prosocial behaviors, and health and wellbeing, including mental and emotional health. The book blends theories and research from many disciplines, yet it remains practical in its suggestions and protocols to ensure that when our children and adolescents head off to school each day, they will return safely, excited about what they have learned and experienced during the school day and extracurricular activities. -- Martha H. von Mering, executive officer of special education & related services, Springfield Public Schools, Springfield, MAThis is a much-needed book. Sounding the Alarm in the Schoolhouse provides concrete strategies to help school leaders address the crisis in contemporary schools. The authors begin with a history of violence in American schools. From there, they provide critical information on what contemporary schools both here and abroad are doing to stem the tide of violence. Such important topics as bullying, cyberviolence, and the role of society and media are included, giving readers a broader understanding of how our definitions of violence have changed over time. While many scholarly books consider theoretical approaches to violence prevention, Securing the Schoolyard: Programs and Practices that Promote Safety and Prosocial Student Behavior is extremely clear in offering programs and practices that can be implemented in our schools and community partnerships. -- Elizabeth J. Bienia, EdD, principal, Alfred Glickman Elementary School, Springfield Public Schools, Springfield, MATable of ContentsAcknowledgement Preface Chapter 1: The Evolution of School Security: Historical to Contemporary Considerations Chapter 2: Understanding Variations of Violence: Defining “Safety” in the Schoolhouse Chapter 3: Crisis in the Classroom: The Mental Health Concerns of Children and Adolescents Chapter 4: Protocols and Preemptive Preparation: Effective Interventions that Support Students Chapter 5: Proactive and Protective Programs: Active Engagement to Foster School Safety Chapter 6: Creating the Peaceable Kingdom: Cultivating Student Well-Being and Connectedness References About the Authors

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Book SynopsisSounding the Alarm in the Schoolhouse: Safety, Security, and Student Well-Being was written as a resource guide for educational and mental health professionals and policymakers, as well as families and communities seeking to develop programming to reduce school violence and promote safe, engaging, and effective schools. This book explores the growing crisis in school safety and security through the lens of the roles that mental health and student and community well-being play in creating environments that are resistant to violent and antisocial behavior. The book gives practical information and research on school, classroom or community applications, the latest trends and issues in the field, and best practices for promoting student health and well-being. It also covers violence prevention measures and protocols to follow in crisis intervention situations. Issues of culture, gender and society are specifically addressed.Trade ReviewIt is essential that all school administrators, teachers, staff, stakeholders, students, families and communities read Sounding the Alarm in the Schoolhouse. Strikingly revealed is that school violence does not just occur in the United States, but across the entire world and can be far more emotionally harmful than anyone realizes. In their work, the authors provide strategies and suggestions that will ensure safety is paramount for all students but take particular care to provide strategies for lesser recognized groups of students, such as students with disabilities and other marginalized populations. -- Charles D. Zimmerman, M.S.S., special ggent (retired), U.S. Agency for International Development, Office of the Inspector GeneralWith school violence seemingly on the rise, it is important that school districts, educators and parents read Sounding the Alarm in the Schoolhouse. The authors provide a plethora of information that will assist schools in keeping the students in and outside of its walls safe. From the staggering statistics on school violence and bullying, to the myriad of safety protocols to protect students, teachers and parents alike will recognize and understand the vital role that schools and students themselves have in keeping the educational community safe. -- Judith L. Klimkiewicz, EdD, senior consultant for K-12 College/Career Education and Workforce Development, Commissioner's Office, Massachusetts, Department of Elementary and Secondary Education, superintendent of schools, retired, Nashoba Valley Technical School District, MAWhat could be more important topics in this day and age than those covered in Sounding the Alarm in the Schoolhouse. This book offers sound strategies that all school personnel can understand and implement, the authors make important connections between safe school environments and student engagement, prosocial behaviors, and health and wellbeing, including mental and emotional health. The book blends theories and research from many disciplines, yet it remains practical in its suggestions and protocols to ensure that when our children and adolescents head off to school each day, they will return safely, excited about what they have learned and experienced during the school day and extracurricular activities. -- Martha H. von Mering, executive officer of special education & related services, Springfield Public Schools, Springfield, MAThis is a much-needed book. Sounding the Alarm in the Schoolhouse provides concrete strategies to help school leaders address the crisis in contemporary schools. The authors begin with a history of violence in American schools. From there, they provide critical information on what contemporary schools both here and abroad are doing to stem the tide of violence. Such important topics as bullying, cyberviolence, and the role of society and media are included, giving readers a broader understanding of how our definitions of violence have changed over time. While many scholarly books consider theoretical approaches to violence prevention, Securing the Schoolyard: Programs and Practices that Promote Safety and Prosocial Student Behavior is extremely clear in offering programs and practices that can be implemented in our schools and community partnerships. -- Elizabeth J. Bienia, EdD, principal, Alfred Glickman Elementary School, Springfield Public Schools, Springfield, MATable of ContentsAcknowledgement Preface Chapter 1: The Evolution of School Security: Historical to Contemporary Considerations Chapter 2: Understanding Variations of Violence: Defining “Safety” in the Schoolhouse Chapter 3: Crisis in the Classroom: The Mental Health Concerns of Children and Adolescents Chapter 4: Protocols and Preemptive Preparation: Effective Interventions that Support Students Chapter 5: Proactive and Protective Programs: Active Engagement to Foster School Safety Chapter 6: Creating the Peaceable Kingdom: Cultivating Student Well-Being and Connectedness References About the Authors

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Book SynopsisIf our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are math facts that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to build a student. However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatiTable of ContentsDedicationPreface AcknowledgementsIntroduction Chapter 1: Conceptions of Knowledge I: Realism Versus Skepticism Chapter 2 Why Children and Their Parents are Natural Realists Chapter 3: Conceptions of Knowledge II: Contextualism and PragmatismChap. 4 Policy-makers and Administrators as Contextualists and Pragmatists Chapter 5 Conceptions of Knowledge III: Instrumentalism , Evidentialism, and Social Constructivism Chapter. 6 Educational Researchers as Instrumentalists, Evidentailists, or Social ConstructivistsChapter 7 Bringing the Perspectives TogetherChapter 8 Sketching a Path Forward Glossary: 20-25 definitions of key terms ReferencesAbout the AuthorIndex

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Book SynopsisIf our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are math facts that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to build a student. However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatiTable of ContentsDedicationPreface AcknowledgementsIntroduction Chapter 1: Conceptions of Knowledge I: Realism Versus Skepticism Chapter 2 Why Children and Their Parents are Natural Realists Chapter 3: Conceptions of Knowledge II: Contextualism and PragmatismChap. 4 Policy-makers and Administrators as Contextualists and Pragmatists Chapter 5 Conceptions of Knowledge III: Instrumentalism , Evidentialism, and Social Constructivism Chapter. 6 Educational Researchers as Instrumentalists, Evidentailists, or Social ConstructivistsChapter 7 Bringing the Perspectives TogetherChapter 8 Sketching a Path Forward Glossary: 20-25 definitions of key terms ReferencesAbout the AuthorIndex

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Book SynopsisThe purpose of this book is to articulate an aspirational vision for education, one that deeply engages students in complex and meaningful work and prepares students for the personal, social, and societal problems and opportunities facing them and our society.However, simply adopting an aspirational vision for a high quality learning environment isn't the real challenge. Most educators, students, and parents don't need a lot of convincing that schools can and should do more. Many educators espouse ambitious goals for their students, articulating the need for 21st century skills, and classrooms that are more innovative, responsive, and collaborative. However, so many of our classrooms fall woefully short of these goals. That's because knowing the why and the what is sometimes not enough. Teachers need help with the how. Accordingly, this book does not stop at simply articulating a vision of the possible; the book also helps individuals visualize what it can look like, and supports teachTable of ContentsPreface Introduction Section One - A Powerful Education Chapter 1: Appreciation for Truth and Knowledge Chapter 2: Deep and Critical Thinking Chapter 3: Justice and Caring for All Chapter 4: Humility and Confidence Chapter 5: Leadership Chapter 6: Collaboration Chapter 7: Flexibility and Adaptability Chapter 8: Initiative and Creative Problem-Solving Chapter 9: Communication Chapter 10: Curiosity and Asking Good Questions Chapter 11: Resilience Section Two – Transforming the Classroom Chapter 12: Designing a Learning Environment Chapter 13: Classrooms as Organizations Section Three - Making the Change Chapter 14: Internal Conflicts Chapter 15: Either/Or Mentality Chapter 16: What are Genuine Constraints? Chapter 17: Charting Your Path Chapter 18: Finding Ways to Flourish Conclusion Compilation of Reflection Questions References

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Book SynopsisThe purpose of this book is to articulate an aspirational vision for education, one that deeply engages students in complex and meaningful work and prepares students for the personal, social, and societal problems and opportunities facing them and our society.However, simply adopting an aspirational vision for a high quality learning environment isn't the real challenge. Most educators, students, and parents don't need a lot of convincing that schools can and should do more. Many educators espouse ambitious goals for their students, articulating the need for 21st century skills, and classrooms that are more innovative, responsive, and collaborative. However, so many of our classrooms fall woefully short of these goals. That's because knowing the why and the what is sometimes not enough. Teachers need help with the how. Accordingly, this book does not stop at simply articulating a vision of the possible; the book also helps individuals visualize what it can look like, and supports teachTable of ContentsPreface Introduction Section One - A Powerful Education Chapter 1: Appreciation for Truth and Knowledge Chapter 2: Deep and Critical Thinking Chapter 3: Justice and Caring for All Chapter 4: Humility and Confidence Chapter 5: Leadership Chapter 6: Collaboration Chapter 7: Flexibility and Adaptability Chapter 8: Initiative and Creative Problem-Solving Chapter 9: Communication Chapter 10: Curiosity and Asking Good Questions Chapter 11: Resilience Section Two – Transforming the Classroom Chapter 12: Designing a Learning Environment Chapter 13: Classrooms as Organizations Section Three - Making the Change Chapter 14: Internal Conflicts Chapter 15: Either/Or Mentality Chapter 16: What are Genuine Constraints? Chapter 17: Charting Your Path Chapter 18: Finding Ways to Flourish Conclusion Compilation of Reflection Questions References

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Book SynopsisThe education establishment in America must move to a better recognition of the value of classroom teacher evaluation of the education structure.Trade ReviewWhat’s most important is this book is written by a teacher! A very good analysis of turbulent and troubling times in the search for excellence in public education. A rude awakening to the current struggle to reform public schools. -- Allen McQuarrie, retired, Science Teacher, Poverty Program; Leadership Training representative for the NJEA (New Jersey Education Association)Table of ContentsPreface Introduction Chapter 1: The 1960s and “Change” Chapter 2: A Two-Tiered System Chapter 3: Local Leadership Chapter 4: Classroom Teachers React to the Times Chapter 5: Special Education: Basis and Reform Chapter 6: Classroom Management in Special Education Chapter 7: Education Establishment System Failure Chapter 8: Teacher-initiated Change that has Stood the Test of Time Chapter 9: Poor Leadership in Real Time Chapter 10: Special Education as a Bureaucracy Chapter 11: IEP as Legal Document vs Classroom Teacher Day to Day Evaluations Chapter 12: The Teacher as Facilitator vs Goals and Objectives Chapter 13: Local Control of Education: A Beginning Chapter 14: Individual Instruction Epilogue: The Classroom Teacher

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Book SynopsisThe education establishment in America must move to a better recognition of the value of classroom teacher evaluation of the education structure.Trade ReviewWhat’s most important is this book is written by a teacher! A very good analysis of turbulent and troubling times in the search for excellence in public education. A rude awakening to the current struggle to reform public schools. -- Allen McQuarrie, retired, Science Teacher, Poverty Program; Leadership Training representative for the NJEA (New Jersey Education Association)Table of ContentsPreface Introduction Chapter 1: The 1960s and “Change” Chapter 2: A Two-Tiered System Chapter 3: Local Leadership Chapter 4: Classroom Teachers React to the Times Chapter 5: Special Education: Basis and Reform Chapter 6: Classroom Management in Special Education Chapter 7: Education Establishment System Failure Chapter 8: Teacher-initiated Change that has Stood the Test of Time Chapter 9: Poor Leadership in Real Time Chapter 10: Special Education as a Bureaucracy Chapter 11: IEP as Legal Document vs Classroom Teacher Day to Day Evaluations Chapter 12: The Teacher as Facilitator vs Goals and Objectives Chapter 13: Local Control of Education: A Beginning Chapter 14: Individual Instruction Epilogue: The Classroom Teacher

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Book SynopsisBased on Leadership Intelligence: Navigating to Your True North and Leadership Intelligence: Navigating with Confidence and Humility (forth coming in the fall of 2019), in this book, Scenarios in Higher Education Leadership: Improving Your Leadership Intelligence Volume 2, Maulding Green and Leonard have provided the reader with a continuing series of situational judgement test (SJT) scenarios, used in a training process that assists both novice and experienced leaders to grow their Leadership Intelligence. The twist, in this second edition, is that the majority of the scenarios are based on the experiences of practicing and/or recently retired higher education leaders. Once again supporting readings are provided from recent literature to further develop the Leadership Intelligence imperatives of credibility, competence, ability to inspire, vision, and emotional intelligence.Table of ContentsPreface Introduction Situational Judgment Tests Chapter 1- Lessons on Credibility Clinical Trials and Tribulations Exam Time Decisions, Decisions The End Justifies the Means? Point of View Candid Camera Chapter 2- Credibility- SJTs Author Options Chapter 3- Lessons on Competence Practice what you Preach The Good, the Bad, and the Ugly The Embattled Dean What Did you Say? Choices, Choices And the Final Score Is? Blowing in the Wind Chapter 4- Competence- SJTs Author Options Chapter 5- Lessons on Ability to Inspire Fact or Fiction? Football Frenzy Time is Not Limitless The Truth and Nothing but the Truth A Voice in the Wilderness The Road Less Traveled Chapter 6- Ability to Inspire- SJTs Author Options Chapter 7- Lessons on Vision Ready for a Promotion? Houston…We Have a Problem Who is to Blame? The Cost of Doing Business One for the Road? Taking Sides? Chapter 8- Vision- SJTs Author Options Chapter 9- Lessons on Emotional Intelligence/Soft Skills A Bumpy Road Leadership = Heartburn Insider Information Tasty Treats? A Word to the Wise International Student Dilemma Clearing the Air A Day’s Pay for a Day’s Work Working it Out Chapter 10- EI/Soft Skills- SJTs Author Options Authors’ Solutions for SJTs Credibility Solutions Competence Solutions Ability To Inspire Solutions Vision Solutions Emotional Intelligence/Soft Skills Solutions Appendix A – Small Group cards Appendix B – LSI Interpretation Chart Appendix C – Leadership Orientation Appendix D – Fun at Work Appendix E - Self-Knowledge Appendix F – Activities to Improve Your Leadership Intelligence Notes About the Editors About the Contributors

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Book SynopsisAs in Improving Your Leadership Intelligence A Field Book for K-12 Leaders, Maulding Green and Leonard have in, Improving Your Leadership Intelligence: Volume 2 Scenarios in K-12 Leadership, provided the reader with an ongoing series of situational judgement test (SJT) scenarios, used in a process that assists both novice and experienced leaders to grow their Leadership Intelligence. The main change in the content in this second edition is that all of the scenarios are based on the experiences of practicing and/or recently retired K-12 educational leaders. As in the volume 1, supporting readings are provided from recent literature to further develop the Leadership Intelligence imperatives of credibility, competence, ability to inspire, vision, and emotional intelligence.The book is based on the foundational books setting forth Leadership Intelligence theory: Leadership Intelligence: Navigating to Your True North and Leadership Intelligence: Navigating with Confidence and Humility (foTable of ContentsPreface Introduction Situational Judgment Tests Chapter 1- Lessons on Credibility So Many Problems, So Little Time Searching for Answers Principle I: Simplicity The Digital Age Christmas Cheer? Safety First Chapter 2- Credibility- SJT’s Contributing Author’s Options Chapter 3- Lessons on Competence Changing School Dynamics To Serve or Not to Serve To Err is Human Meet the Press - Mad as a Wet Hen It’s Lonely at the Top Little Miss Sunshine Charmin Soft? Unable to Walk the Line Bloody Mess – Part I Bloody Mess – Part II Chapter 4- Competence- SJT’s Contributing Author’s Options Chapter 5- Lessons on Ability to Inspire Crunch Time One for the Road? Keeping Your Promise Domestic Violence – Part I Domestic Violence – Part II Popular Request of a Different Kind A Prom Dilemma Chapter 6- Ability to Inspire- SJT’s Contributing Author’s Options Chapter 7- Lessons on Vision Dropping an “F” Bomb School Is Never Boring Insubordination? Where do We Go from Here? Just Kid’s Play? About That Move Chapter 8- Vision- SJT’s Contributing Author’s Options Chapter 9- Lessons on Emotional Intelligence/Soft Skills Demonstrations and Recriminations First Meeting Drama A Bus Driver’s Quandary Paying the Price Welcome to America Gone to Soon By Popular Request Bye Bye Birdie Chapter 10- EI/Soft Skills- SJT’s Contributing Author’s Options Authors’ Solutions for SJTs Credibility Solutions Competence Solutions Ability To Inspire Solutions Vision Solutions Emotional Intelligence/Soft Skills Solutions Appendix A – Small Group cards Appendix B – LSI Interpretation Chart Appendix C – Leadership Orientation Appendix D – Fun at Work Appendix E - Self-Knowledge Appendix F – Activities to Improve Your Leadership Intelligence Notes About the Authors About the Contributors

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Book SynopsisThis book makes a case for a STEM-based approach across the curriculum by highlighting the potential impacts of rapid societal change, newly emerging information technologies, and the increasing demand for a new generation of skillful and well-rounded citizens and workers. The book discusses how thinking skills, collaborative learning, communications-related information technologies, science and math, language and literacy, and arts education can be used as mutually reinforcing instruments in preparing young learners. The role of the family, teachers, and school administration in creating an environment where young students can stand a chance is also articulated. Above all, the book reiterates the value of pedagogically attuned teachers who are sensitive to the diversity of backgrounds and capabilities of students. They will oversee and guide the transformation of young learners who will be trained to trust their creativity, humanity, and critical thinking skills in navigating the 2Trade ReviewIn an era of fake news, screens everywhere, and the latest device, digital literacy is more important than ever for students of all ages. While technology has many benefits, it also has distractions from the traditional classroom and the tried-and-true ways of learning. Adams and Hamm show the research that striking a balance between the old and the new is the best way to create multi-literate students in our increasingly complex world. With sample lesson plans on STEM subjects, technology, literacy, and the arts, Collaboration, Communication, and Critical Thinking is an innovative approach to embracing technology, but sticking to the old foundations and basics of learning. -- Taylor Weinfurter, Youth Services LibrarianIn their new book, Collaboration, Communication, and Critical Thinking, Adams and Hamm explore he benefits and limitations of using technology from the science classroom to the arts classroom. Providing many examples and learning activities that are ready for use, the authors stress the need for teachers to use student-centered not technology-centered decision making to create a climate of achievement in the classroom. While using the best of technology, teachers are empowered to create environments of change that encourage enthusiasm, energy, teamwork, and creativity. In those environments, students can be guided by parents and teachers to take an active role in their own learning. -- Luann Okel Adams, Wisconsin TeacherCollaboration, Communication, and Critical Thinking analyzes the philosophical underpinnings of science, technology, engineering, and mathematics (STEM) education and provides practical approaches and strategies to create transformative learning experiences. This book describes a vision of education that can serve as a catalyst for practitioners interested. In exploring skills and activities that nurture growth mindsets, social learning, inquiry, teamwork, and innovation. It is a must read for those who believe in American philosopher John Dewey’s assertion that teachers should not be teaching what to think, but rather how to think. -- Martha Kronholm, professor, Saint Mary’s University of MinnesotaThoughtful research-based insight into the importance of carefully integrating digital technology in the classroom to enhance critical thinking and problem-solving across the curricula, without compromising literacy and creative use of language. -- Karen Seyffarth, French Immersion Teacher, Nova ScotiaThis book truly addresses the vital qualities to be cultivated by teachers and students in a technologically-intensive world. It enlightens us on the cognitive, creative-thinking and communication skills which are key for the 21th century educational environment. It illustrates how communication technologies can be used in the fields of arts and sciences. Adams and Hamm explain how the strengths and opportunities of the digital age can be connected to enhance the teaching profession. Through this enriching text, I have learned how to implement social and collaborative strategies in the classroom. -- Bhavish Ramlochun, Teacher, University of Mauritius, Ebere, MauritiusTable of ContentsPreface Introduction: Essential Skills in a Changing World Chapter 1: Thinking Skills: Critical and Creative Thinking in a Technologically-Intensive World Chapter 2: Collaborative Learning: Teamwork and Social Learning Strategies Chapter 3: Communication Technologies Chapter 4: Science and Mathematics: 21st Century Practices in the Classroom Chapter 5: Language and Literacy: Communications Skills in a Digital Age Chapter 6: Arts Education: Connections, Knowledge, and Informed Encounters

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Book SynopsisThis book makes a case for a STEM-based approach across the curriculum by highlighting the potential impacts of rapid societal change, newly emerging information technologies, and the increasing demand for a new generation of skillful and well-rounded citizens and workers. The book discusses how thinking skills, collaborative learning, communications-related information technologies, science and math, language and literacy, and arts education can be used as mutually reinforcing instruments in preparing young learners. The role of the family, teachers, and school administration in creating an environment where young students can stand a chance is also articulated. Above all, the book reiterates the value of pedagogically attuned teachers who are sensitive to the diversity of backgrounds and capabilities of students. They will oversee and guide the transformation of young learners who will be trained to trust their creativity, humanity, and critical thinking skills in navigating the 2Trade ReviewIn an era of fake news, screens everywhere, and the latest device, digital literacy is more important than ever for students of all ages. While technology has many benefits, it also has distractions from the traditional classroom and the tried-and-true ways of learning. Adams and Hamm show the research that striking a balance between the old and the new is the best way to create multi-literate students in our increasingly complex world. With sample lesson plans on STEM subjects, technology, literacy, and the arts, Collaboration, Communication, and Critical Thinking is an innovative approach to embracing technology, but sticking to the old foundations and basics of learning. -- Taylor Weinfurter, Youth Services LibrarianIn their new book, Collaboration, Communication, and Critical Thinking, Adams and Hamm explore he benefits and limitations of using technology from the science classroom to the arts classroom. Providing many examples and learning activities that are ready for use, the authors stress the need for teachers to use student-centered not technology-centered decision making to create a climate of achievement in the classroom. While using the best of technology, teachers are empowered to create environments of change that encourage enthusiasm, energy, teamwork, and creativity. In those environments, students can be guided by parents and teachers to take an active role in their own learning. -- Luann Okel Adams, Wisconsin TeacherCollaboration, Communication, and Critical Thinking analyzes the philosophical underpinnings of science, technology, engineering, and mathematics (STEM) education and provides practical approaches and strategies to create transformative learning experiences. This book describes a vision of education that can serve as a catalyst for practitioners interested. In exploring skills and activities that nurture growth mindsets, social learning, inquiry, teamwork, and innovation. It is a must read for those who believe in American philosopher John Dewey’s assertion that teachers should not be teaching what to think, but rather how to think. -- Martha Kronholm, professor, Saint Mary’s University of MinnesotaThoughtful research-based insight into the importance of carefully integrating digital technology in the classroom to enhance critical thinking and problem-solving across the curricula, without compromising literacy and creative use of language. -- Karen Seyffarth, French Immersion Teacher, Nova ScotiaThis book truly addresses the vital qualities to be cultivated by teachers and students in a technologically-intensive world. It enlightens us on the cognitive, creative-thinking and communication skills which are key for the 21th century educational environment. It illustrates how communication technologies can be used in the fields of arts and sciences. Adams and Hamm explain how the strengths and opportunities of the digital age can be connected to enhance the teaching profession. Through this enriching text, I have learned how to implement social and collaborative strategies in the classroom. -- Bhavish Ramlochun, Teacher, University of Mauritius, Ebere, MauritiusTable of ContentsPreface Introduction: Essential Skills in a Changing World Chapter 1: Thinking Skills: Critical and Creative Thinking in a Technologically-Intensive World Chapter 2: Collaborative Learning: Teamwork and Social Learning Strategies Chapter 3: Communication Technologies Chapter 4: Science and Mathematics: 21st Century Practices in the Classroom Chapter 5: Language and Literacy: Communications Skills in a Digital Age Chapter 6: Arts Education: Connections, Knowledge, and Informed Encounters

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Book SynopsisThis book examines some of the most important challenges facing administrators and other professionals in PreK-12 schools today: safety and security, hiring and evaluating members of the faculty and staff, dealing with students' academic and behavioral challenges, assessing student performance, responding to disengaged or overly engaged parents, and handling external pressures from the community. It also explores ideas for how to design the types of school our students will need in the future and cope with the realities of trying to develop these schools in a difficult educational environment. Preferring practical advice over unsupported hypotheses and adopting clear, instructive language rather than educational jargon, the authors draw upon their own experience as well as some of the best research currently being conducted in the field of educational leadership. The book is suitable for self-study, workshops, education courses, and in-serve programs. The target audience is current anTrade ReviewAs an international education scholar and primary school teacher, this book sheds a critical light on issues that plague all education systems and provides comprehensive solutions to such problems. -- Melanie M. Oates, International Educator, Kossuth Bilingual SchoolConfronting Today's Issues is a refreshing, honest, and practical book that can and should be on every educator’s shelf no matter how long they have been in the business! From the beginning, the authors explain that they are about to fly in the face of sometimes burdening instructional and managerial theory and tackle the real daily challenges of teachers and administrators full-on with suggestions based on their many collective years in the field. This is not to say that they ignore research and proven techniques, quite the contrary. This “guidebook” is a sort of homage to research and data-driven practices but with an updated, fresh approach that respects the research but immediately leads us to what might be new applications and ideas that are immediately applicable to today’s many challenges to quality and successful instruction and management. -- Tom Pilecki, former executive director, Center for Creative Education; author, "From STEM to STEAM" (2018)Creating a positive school culture is dependent on the leaders in a school and traversing those waters can be rocky. Employing an ethos of transparency, the authors of Confronting Today's Issues provide readers with a real-life, tangible exploration into the experiences of administrators by providing a clear guide for reflective thinking and solution-oriented dispositions that help schools thrive. The authors’ honest approach is all together motivating, refreshing, and comforting for educators in leadership roles and for the teachers under their leadership! It is a must-read for education leaders who are ready to take their leadership to the next level! -- Jemelleh Coes, Aissistant Professor, University of Georgia, 2014 Georgia Teacher of the YearTable of ContentsDedication Preface Introduction Chapter 1. A New Model of School Leadership Chapter 2. The Elephant in Every Room: Safe Schools and Security Chapter 3. Hiring for Excellence Chapter 4. Faculty and Staff Evaluation Chapter 5. Student Academic Challenges Chapter 6. Student Behavioral Challenges Chapter 7. Effective Student Evaluation Chapter 8. Disengaged and Overly Engaged Parents Chapter 9. External Pressures on Schools and School Leaders Chapter 10. Conclusion: Creating the Schools Today’s Students Deserve About the Authors Other Books by Jeffrey L. Buller More About ATLAS

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Book SynopsisThis book examines some of the most important challenges facing administrators and other professionals in PreK-12 schools today: safety and security, hiring and evaluating members of the faculty and staff, dealing with students' academic and behavioral challenges, assessing student performance, responding to disengaged or overly engaged parents, and handling external pressures from the community. It also explores ideas for how to design the types of school our students will need in the future and cope with the realities of trying to develop these schools in a difficult educational environment. Preferring practical advice over unsupported hypotheses and adopting clear, instructive language rather than educational jargon, the authors draw upon their own experience as well as some of the best research currently being conducted in the field of educational leadership. The book is suitable for self-study, workshops, education courses, and in-serve programs. The target audience is current anTrade ReviewAs an international education scholar and primary school teacher, this book sheds a critical light on issues that plague all education systems and provides comprehensive solutions to such problems. -- Melanie M. Oates, International Educator, Kossuth Bilingual SchoolConfronting Today's Issues is a refreshing, honest, and practical book that can and should be on every educator’s shelf no matter how long they have been in the business! From the beginning, the authors explain that they are about to fly in the face of sometimes burdening instructional and managerial theory and tackle the real daily challenges of teachers and administrators full-on with suggestions based on their many collective years in the field. This is not to say that they ignore research and proven techniques, quite the contrary. This “guidebook” is a sort of homage to research and data-driven practices but with an updated, fresh approach that respects the research but immediately leads us to what might be new applications and ideas that are immediately applicable to today’s many challenges to quality and successful instruction and management. -- Tom Pilecki, former executive director, Center for Creative Education; author, "From STEM to STEAM" (2018)Creating a positive school culture is dependent on the leaders in a school and traversing those waters can be rocky. Employing an ethos of transparency, the authors of Confronting Today's Issues provide readers with a real-life, tangible exploration into the experiences of administrators by providing a clear guide for reflective thinking and solution-oriented dispositions that help schools thrive. The authors’ honest approach is all together motivating, refreshing, and comforting for educators in leadership roles and for the teachers under their leadership! It is a must-read for education leaders who are ready to take their leadership to the next level! -- Jemelleh Coes, Aissistant Professor, University of Georgia, 2014 Georgia Teacher of the YearTable of ContentsDedication Preface Introduction Chapter 1. A New Model of School Leadership Chapter 2. The Elephant in Every Room: Safe Schools and Security Chapter 3. Hiring for Excellence Chapter 4. Faculty and Staff Evaluation Chapter 5. Student Academic Challenges Chapter 6. Student Behavioral Challenges Chapter 7. Effective Student Evaluation Chapter 8. Disengaged and Overly Engaged Parents Chapter 9. External Pressures on Schools and School Leaders Chapter 10. Conclusion: Creating the Schools Today’s Students Deserve About the Authors Other Books by Jeffrey L. Buller More About ATLAS

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Book SynopsisThis book outlines a practical, four-question model that school and business leaders can use to engage stakeholder feedback, determine the organization's DNA, and establish a collective vision for improvement. Stakeholder feedback is analyzed at both the focus- and whole-group level. Results are then woven into the organizational improvement plan. Practical examples of leadership experiences in implementing the four-question model are included as well as the theory behind why these four questions are the right questions to ask. Each chapter ends with a set of reflective questions that leadership teams can utilize individually or in an organizational book study or Professional Learning Community (PLC).Trade ReviewMargaret Wheatley once stated that “real change begins with the simple act of people talking about what they care about.” Although she talked about how change happens in business, the idea is relevant to how real change happens in education. This new book, much needed and long overdue, is a perfect example. It offers a thoughtful and compelling vision for ways educational leaders can facilitate real change. Specifically, it describes a new vision of what educational leadership can be and how it can use stakeholder input to promote continuous district-wide improvement. It is based on sound theoretical principles: educational leadership is proactive and collaborative, it values the voices of all stakeholders, and it recognizes reflection and feedback as critical to the process of continuous improvement. While theoretically sound, this book is also pragmatic and practical. It describes a four-question model of leadership grounded in the notion that the key to school improvement is the process of problem-finding and problem-solving. One way to find and solve the right problems is by asking the right questions. When educational leaders ask the right questions, they create a collaborative, rather than a hierarchical, culture of learning with stakeholders. It is exactly this kind of culture that allows stakeholders (people talking about what they care about) to create a shared vision for real change. I believe this new book should not only be required reading for superintendents and principals currently in the field, but also for students in higher education who aspire to be inspiring educational leaders in the future. -- William Bintz, PhD, Professor in the School of Teaching, Learning, and Curriculum Studies, Kent State UniversityI have had an opportunity to review the manuscript “Asking the Right Questions: How do I use Stakeholder Input to Guide Continuous District Improvement” and found it to be a tool school personnel can utilize to focus on continuous school improvement. I have been involved with school improvement for over forty years, as a high school principal and educational consultant. In my experience, I have found it is extremely important that school district leaders be involved in the initial stage of school improvement. This book outlining the four-question model by Gay Burden and Stu Silberman, checks all the boxes for systemic change resulting from a school improvement initiative. The four question model also provides top down leadership with stakeholder feedback that establishes a collective vision. From my experience central office personnel, principals, teacher leaders, parents, students, and community leaders will be challenged and have ownership in the process after being exposed to the model. I would recommend this book as one of the resources for districts to read, and contemplate using when planning a school improvement initiative. -- William O’Neal, School Improvement Consultant, Southern Regional Educational BoardI have long been a believer in the simple phrase, “nobody washes their rental car.” This truth occurs because people do not own it. The same is true with school improvement. Too often the improvement ideas come from outside, garnering little ownership. The process detailed in this book provides schools and districts with tools to engage teachers, leaders and staff members in taking ownership of both the problems and solutions to problems. By focusing on asking the right questions to extend learning and understanding the root causes of both successes and problems, all staff in a district own the improvement efforts. These four guiding questions create a district framework for continuous improvement. -- Scott Warren, Southern Regional Education Board, Director of Making Schools WorkStu and Gay combine unique backgrounds that provide insight into continuous district improvement—a thought-provoking read. Their backgrounds at all levelsof education has given them outstanding experience to know what makes school districts effective. Understanding what questions to ask, who to ask, and how to use that information is key to continuous district improvement. -- Ralph Barnett, Former Tennessee Department of Education Assistant Commissioner of Career and Technical Education and Director of PK-12 Field ServicesThere is nothing quite as exciting as being hired as principal or superintendent. Finally, you have the opportunity to put all you have learned – and your many ideas – into practice. But, where do you begin? As any good leader knows, you cannot simply go into a school or district and think that magically, everyone will want to follow a vision that you cast. That vision has to be formed collectively, but how? As a superintendent, I was so fortunate to have a mentor, Stu Silberman, who modeled a very clear process for me. I’d been able to see firsthand the power of listening, and sharing those insights in an effective way. Having a protocol to use for gathering information and feedback was invaluable. It provided me the chance to learn about the district and the people inside, and gave me critically important thoughts about how to best move forward. Having a book now to capture the advice of such talented, knowledgeable and proven leaders is a true gift to leaders everywhere. The advice is practical, straightforward and if you follow it, will ensure your success. This is one you will want to keep close and refer to time and time again. -- Carmen Coleman, Chief Academic Officer, Jefferson County Public Schools (Largest District in KY), Louisville, KentuckyWhether you are a new or experienced principal, new or experienced superintendent or the CEO of a major non-profit organization, the challenge of analyzing the school/district/non-profit can be an overwhelming process. Where to begin? What are the best questions to ask to generate the most accurate data? How do you see through the fog of data to develop a clear vision going forward? Yet the process is critical to the success of both the leader and the organization. Building a common shared vision in a large school or organization can be a daunting task. This book provides insight into the process of asking the right questions in order to generate data that is utilized to create a shared vision among all stakeholders. This book helps you with the process of asking the best questions to generate the most useful information. -- Michael McKenzie, National Director/CEO, The Dream Factory; Retired Principal, Lafayette High School, KentuckyAs a former elementary principal, I could not imagine not having the support and guidance of the information found in this book. It is critical to ask the right questions and include all individuals in decision making as a shared vision is developed for the school. Whether serving as a school or district administrator, allowing staff to work together to give input, developing the working foundation of the school or district provides the opportunity for much needed autonomy. Once all stakeholders are on the same page and roles are clear, the necessary change can happen and high growth for all students becomes a reality. -- Meribeth Gaines, retired Kentucky PrincipalFor someone that led two school districts as a superintendent and now works to prepare and support future education leaders, reading Stu and Gay's book provides a refreshing reminder that it is up to each of us to be open, transparent leaders in order to foster a shared vision that will endear all constituents to your school and district, ensure an efficient workplace, enjoin others to help us, enlighten our naysayers, enlarge our opportunities to grow and serve, and ultimately enhance student achievement. It should be required reading for all educators. -- Tom Shelton, National Director for District Leadership at the National Center for Education and the EconomyThis book is a MUST read for school and district leaders and those aspiring to be future leaders. While simplistic in form, gaining key stakeholder input using the techniques this book prescribes, literally establishes a powerful force towards school improvement and most importantly, student achievement. Listening to staff, students, and your community is a critical variable for an effective school leader and when coupled with shared-decision making, the table is set for success. Personally, I have utilized these skills as a leader and have witnessed the power in action when you incorporate this key data into a plan of action to fulfill the needs addressed by the various school stakeholders. We have witnessed a cultural difference take place in our school district by simply listening to our people, collecting the data, and developing an action plan to address the strengths, weaknesses, opportunities, and threats shared with us by our own people. -- J. Matthew Robbins, superintendent, Daviess County Public Schools, KentuckyTable of ContentsTable of ContentsForeward Preface and AcknowledgmentsIntroductionChapter 1: Four-Question Model Overview Modeling Connected LeadershipAbout the AuthorsDetermining Your Schools DNAThe Four-Question ModelCollective EfficacyStakeholder Focus Group MeetingsSample GroupsAnalyzing and Sharing the ResultsTo Sum UpReflective Questions/ActivitiesChapter 2: What is working--things you do not want to change? What’s Working and How do we Know it’s Working?District Leadership ModelingWhat’s Your Leadership Style?To Sum UpReflective Questions/Activities Chapter 3: What needs to be changed to make this a better place for kids? Christmas Trees and Kitchen SinksStudent VoiceWeeding the GardenCollege and Career ReadinessCreating Buy-in on the Front-endTo Sum UpReflective Questions/Activities Chapter 4: What needs to be changed to make this a better place for adults? Human Side of ChangeTop-Down and Grassroots EffortSymbolismRecognizing the Super StarsDealing with NaysayersThe Abilene ParadoxTo Sum UpReflective Questions/Activities Chapter 5: What can I do, as your leader, to do a better job? A Learning Leader is VulnerableVisioning and Establishing PurposeA Clear Communication PlanCelebrate VictoriesCollective CapacityA Practitioner’s StoryClearly Document the ProcessTo Sum UpReflective Questions/Activities Appendix A: Debriefing Strategy: Think-a-Thon ReferencesAbout the Author

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Book SynopsisThis book outlines a practical, four-question model that school and business leaders can use to engage stakeholder feedback, determine the organization's DNA, and establish a collective vision for improvement. Stakeholder feedback is analyzed at both the focus- and whole-group level. Results are then woven into the organizational improvement plan. Practical examples of leadership experiences in implementing the four-question model are included as well as the theory behind why these four questions are the right questions to ask. Each chapter ends with a set of reflective questions that leadership teams can utilize individually or in an organizational book study or Professional Learning Community (PLC).Trade ReviewMargaret Wheatley once stated that “real change begins with the simple act of people talking about what they care about.” Although she talked about how change happens in business, the idea is relevant to how real change happens in education. This new book, much needed and long overdue, is a perfect example. It offers a thoughtful and compelling vision for ways educational leaders can facilitate real change. Specifically, it describes a new vision of what educational leadership can be and how it can use stakeholder input to promote continuous district-wide improvement. It is based on sound theoretical principles: educational leadership is proactive and collaborative, it values the voices of all stakeholders, and it recognizes reflection and feedback as critical to the process of continuous improvement. While theoretically sound, this book is also pragmatic and practical. It describes a four-question model of leadership grounded in the notion that the key to school improvement is the process of problem-finding and problem-solving. One way to find and solve the right problems is by asking the right questions. When educational leaders ask the right questions, they create a collaborative, rather than a hierarchical, culture of learning with stakeholders. It is exactly this kind of culture that allows stakeholders (people talking about what they care about) to create a shared vision for real change. I believe this new book should not only be required reading for superintendents and principals currently in the field, but also for students in higher education who aspire to be inspiring educational leaders in the future. -- William Bintz, PhD, Professor in the School of Teaching, Learning, and Curriculum Studies, Kent State UniversityI have had an opportunity to review the manuscript “Asking the Right Questions: How do I use Stakeholder Input to Guide Continuous District Improvement” and found it to be a tool school personnel can utilize to focus on continuous school improvement. I have been involved with school improvement for over forty years, as a high school principal and educational consultant. In my experience, I have found it is extremely important that school district leaders be involved in the initial stage of school improvement. This book outlining the four-question model by Gay Burden and Stu Silberman, checks all the boxes for systemic change resulting from a school improvement initiative. The four question model also provides top down leadership with stakeholder feedback that establishes a collective vision. From my experience central office personnel, principals, teacher leaders, parents, students, and community leaders will be challenged and have ownership in the process after being exposed to the model. I would recommend this book as one of the resources for districts to read, and contemplate using when planning a school improvement initiative. -- William O’Neal, School Improvement Consultant, Southern Regional Educational BoardI have long been a believer in the simple phrase, “nobody washes their rental car.” This truth occurs because people do not own it. The same is true with school improvement. Too often the improvement ideas come from outside, garnering little ownership. The process detailed in this book provides schools and districts with tools to engage teachers, leaders and staff members in taking ownership of both the problems and solutions to problems. By focusing on asking the right questions to extend learning and understanding the root causes of both successes and problems, all staff in a district own the improvement efforts. These four guiding questions create a district framework for continuous improvement. -- Scott Warren, Southern Regional Education Board, Director of Making Schools WorkStu and Gay combine unique backgrounds that provide insight into continuous district improvement—a thought-provoking read. Their backgrounds at all levelsof education has given them outstanding experience to know what makes school districts effective. Understanding what questions to ask, who to ask, and how to use that information is key to continuous district improvement. -- Ralph Barnett, Former Tennessee Department of Education Assistant Commissioner of Career and Technical Education and Director of PK-12 Field ServicesThere is nothing quite as exciting as being hired as principal or superintendent. Finally, you have the opportunity to put all you have learned – and your many ideas – into practice. But, where do you begin? As any good leader knows, you cannot simply go into a school or district and think that magically, everyone will want to follow a vision that you cast. That vision has to be formed collectively, but how? As a superintendent, I was so fortunate to have a mentor, Stu Silberman, who modeled a very clear process for me. I’d been able to see firsthand the power of listening, and sharing those insights in an effective way. Having a protocol to use for gathering information and feedback was invaluable. It provided me the chance to learn about the district and the people inside, and gave me critically important thoughts about how to best move forward. Having a book now to capture the advice of such talented, knowledgeable and proven leaders is a true gift to leaders everywhere. The advice is practical, straightforward and if you follow it, will ensure your success. This is one you will want to keep close and refer to time and time again. -- Carmen Coleman, Chief Academic Officer, Jefferson County Public Schools (Largest District in KY), Louisville, KentuckyWhether you are a new or experienced principal, new or experienced superintendent or the CEO of a major non-profit organization, the challenge of analyzing the school/district/non-profit can be an overwhelming process. Where to begin? What are the best questions to ask to generate the most accurate data? How do you see through the fog of data to develop a clear vision going forward? Yet the process is critical to the success of both the leader and the organization. Building a common shared vision in a large school or organization can be a daunting task. This book provides insight into the process of asking the right questions in order to generate data that is utilized to create a shared vision among all stakeholders. This book helps you with the process of asking the best questions to generate the most useful information. -- Michael McKenzie, National Director/CEO, The Dream Factory; Retired Principal, Lafayette High School, KentuckyAs a former elementary principal, I could not imagine not having the support and guidance of the information found in this book. It is critical to ask the right questions and include all individuals in decision making as a shared vision is developed for the school. Whether serving as a school or district administrator, allowing staff to work together to give input, developing the working foundation of the school or district provides the opportunity for much needed autonomy. Once all stakeholders are on the same page and roles are clear, the necessary change can happen and high growth for all students becomes a reality. -- Meribeth Gaines, retired Kentucky PrincipalFor someone that led two school districts as a superintendent and now works to prepare and support future education leaders, reading Stu and Gay's book provides a refreshing reminder that it is up to each of us to be open, transparent leaders in order to foster a shared vision that will endear all constituents to your school and district, ensure an efficient workplace, enjoin others to help us, enlighten our naysayers, enlarge our opportunities to grow and serve, and ultimately enhance student achievement. It should be required reading for all educators. -- Tom Shelton, National Director for District Leadership at the National Center for Education and the EconomyThis book is a MUST read for school and district leaders and those aspiring to be future leaders. While simplistic in form, gaining key stakeholder input using the techniques this book prescribes, literally establishes a powerful force towards school improvement and most importantly, student achievement. Listening to staff, students, and your community is a critical variable for an effective school leader and when coupled with shared-decision making, the table is set for success. Personally, I have utilized these skills as a leader and have witnessed the power in action when you incorporate this key data into a plan of action to fulfill the needs addressed by the various school stakeholders. We have witnessed a cultural difference take place in our school district by simply listening to our people, collecting the data, and developing an action plan to address the strengths, weaknesses, opportunities, and threats shared with us by our own people. -- J. Matthew Robbins, superintendent, Daviess County Public Schools, KentuckyTable of ContentsTable of ContentsForeward Preface and AcknowledgmentsIntroductionChapter 1: Four-Question Model Overview Modeling Connected LeadershipAbout the AuthorsDetermining Your Schools DNAThe Four-Question ModelCollective EfficacyStakeholder Focus Group MeetingsSample GroupsAnalyzing and Sharing the ResultsTo Sum UpReflective Questions/ActivitiesChapter 2: What is working--things you do not want to change? What’s Working and How do we Know it’s Working?District Leadership ModelingWhat’s Your Leadership Style?To Sum UpReflective Questions/Activities Chapter 3: What needs to be changed to make this a better place for kids? Christmas Trees and Kitchen SinksStudent VoiceWeeding the GardenCollege and Career ReadinessCreating Buy-in on the Front-endTo Sum UpReflective Questions/Activities Chapter 4: What needs to be changed to make this a better place for adults? Human Side of ChangeTop-Down and Grassroots EffortSymbolismRecognizing the Super StarsDealing with NaysayersThe Abilene ParadoxTo Sum UpReflective Questions/Activities Chapter 5: What can I do, as your leader, to do a better job? A Learning Leader is VulnerableVisioning and Establishing PurposeA Clear Communication PlanCelebrate VictoriesCollective CapacityA Practitioner’s StoryClearly Document the ProcessTo Sum UpReflective Questions/Activities Appendix A: Debriefing Strategy: Think-a-Thon ReferencesAbout the Author

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Book SynopsisHelp you students learn math and get results by working smarter, not harder! This book provides a researched based, classroom tested framework that situates whole class discussions in the process of teaching. The process of teaching considers how to design the physical space, develop classroom routines, plan lessons and facilitate discussions by considering assessment to plan the next instructional move. These are things that teachers naturally do. However, how specifically these actions are carried out is what makes a difference! Research based strategies that naturally fit together to make teaching easier is provided. Many times, when these strategies are implemented in isolation and not holistically, it is hard to get results. This framework naturally integrates the Standards for Mathematical Practice as outlined in the Common Core Standards teaching easier. Therefore, spend your time working smarter not harder to get results in student learning!Trade ReviewNationally-known scholar Teruni Lamberg provides an update to her popular whole class discussion book. New videos and a deeper dive into formative assessment highlight this new edition as Dr. Lamberg shares research-based strategies in a framework that would benefit teachers at all levels. This book works particularly well in a book club, professional development setting or a math methods course. -- Jeff Shih, PhD, Professor of Mathematics Education, University of Nevada, Las Vegas; Board Member, National Council of Teachers of MathematicsThe framework in Work Smarter, Not Harder acknowledges the complexities of teaching in practice. Both experienced and novice teachers will find a rich guide in this book to help them create classroom environments where mathematical discussions can thrive. Classroom routines and the physical environment are clearly addressed. The resource contains many specific examples, including videos, to help teachers examine their assessment and their planning practices, to ensure that they are effectively supporting children’s learning of mathematics. -- Tracy Goodson-Espy, Professor of Curriculum & Instruction (Mathematics Education); Co-Director of the Middle and Secondary Graduate Certificate Program, Appalachian State UniversityTable of ContentsList of Video Clips Preface Acknowledgements Chapter 1- Whole Class Discussion Framework Chapter 2- Design the Physical Space For Discussions Chapter 3- Classroom Routines for Discussions Chapter 4- Optimize Learning through Planning Chapter 5- Third Level Of Planning: What Do We Talk About? Chapter 6- The Discussion: Three Levels Of Sense Making Chapter 7- Reflect and Improve Teaching to Support Learning References About the Author

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Book SynopsisHelp you students learn math and get results by working smarter, not harder! This book provides a researched based, classroom tested framework that situates whole class discussions in the process of teaching. The process of teaching considers how to design the physical space, develop classroom routines, plan lessons and facilitate discussions by considering assessment to plan the next instructional move. These are things that teachers naturally do. However, how specifically these actions are carried out is what makes a difference! Research based strategies that naturally fit together to make teaching easier is provided. Many times, when these strategies are implemented in isolation and not holistically, it is hard to get results. This framework naturally integrates the Standards for Mathematical Practice as outlined in the Common Core Standards teaching easier. Therefore, spend your time working smarter not harder to get results in student learning!Trade ReviewNationally-known scholar Teruni Lamberg provides an update to her popular whole class discussion book. New videos and a deeper dive into formative assessment highlight this new edition as Dr. Lamberg shares research-based strategies in a framework that would benefit teachers at all levels. This book works particularly well in a book club, professional development setting or a math methods course. -- Jeff Shih, PhD, Professor of Mathematics Education, University of Nevada, Las Vegas; Board Member, National Council of Teachers of MathematicsThe framework in Work Smarter, Not Harder acknowledges the complexities of teaching in practice. Both experienced and novice teachers will find a rich guide in this book to help them create classroom environments where mathematical discussions can thrive. Classroom routines and the physical environment are clearly addressed. The resource contains many specific examples, including videos, to help teachers examine their assessment and their planning practices, to ensure that they are effectively supporting children’s learning of mathematics. -- Tracy Goodson-Espy, Professor of Curriculum & Instruction (Mathematics Education); Co-Director of the Middle and Secondary Graduate Certificate Program, Appalachian State UniversityTable of ContentsList of Video Clips Preface Acknowledgements Chapter 1- Whole Class Discussion Framework Chapter 2- Design the Physical Space For Discussions Chapter 3- Classroom Routines for Discussions Chapter 4- Optimize Learning through Planning Chapter 5- Third Level Of Planning: What Do We Talk About? Chapter 6- The Discussion: Three Levels Of Sense Making Chapter 7- Reflect and Improve Teaching to Support Learning References About the Author

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Book SynopsisTeachers stand at the intersection of educational goals, directing students down the road to success or to the byways of diminished opportunities. They are the most important school variable effecting student achievement. Consequently, placing and retaining only qualified and effective teachers in our nation's classrooms is a critical responsibility of school leaders. Effective supervision and evaluation requires that the school leader possess the knowledge of effective instruction, exhibit skills in documentation of professional conduct, and embrace a professional approach with the will to place and keep students at the center of school policy and practice decisions. Supervising and evaluating teachers is a difficult, but essential work. Research shows that time and expertise are necessary to effectively supervise and to build a case for adverse employment decisions, when necessary. Threading the Evaluation Needle: The Documentation of Teacher Unprofessional Conduct addresses the legaTable of ContentsPreface: Who Shall Teach Our Children? Chapter 1: Evaluation and the Documentation Challenge Chapter 2: The Evaluation of Teachers Chapter 3: The Principal as Evaluator Chapter 4: Legal Frameworks: Infusing the Evaluation with Fairness Chapter 5: The Five Fatal “Eyes” of Unprofessional Conduct Chapter 6: Files, Memos, and Documentation Chapter 7: Conclusion and the Ten Commandments of Documentation Appendix A - InTASC Model Core Teaching Standards and Learning Progressions for Teachers Appendix B – Personnel Evaluation Standards Appendix C – Examples of Causes and Evidence for Dismissal/Discipline Appendix D – The Bologna Sandwich Technique Appendix E – Negligent Hiring: Did We Hire the Wrong Person? Appendix F: Table of Cases About the Authors

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Book SynopsisTeachers stand at the intersection of educational goals, directing students down the road to success or to the byways of diminished opportunities. They are the most important school variable effecting student achievement. Consequently, placing and retaining only qualified and effective teachers in our nation's classrooms is a critical responsibility of school leaders. Effective supervision and evaluation requires that the school leader possess the knowledge of effective instruction, exhibit skills in documentation of professional conduct, and embrace a professional approach with the will to place and keep students at the center of school policy and practice decisions. Supervising and evaluating teachers is a difficult, but essential work. Research shows that time and expertise are necessary to effectively supervise and to build a case for adverse employment decisions, when necessary. Threading the Evaluation Needle: The Documentation of Teacher Unprofessional Conduct addresses the legaTable of ContentsPreface: Who Shall Teach Our Children? Chapter 1: Evaluation and the Documentation Challenge Chapter 2: The Evaluation of Teachers Chapter 3: The Principal as Evaluator Chapter 4: Legal Frameworks: Infusing the Evaluation with Fairness Chapter 5: The Five Fatal “Eyes” of Unprofessional Conduct Chapter 6: Files, Memos, and Documentation Chapter 7: Conclusion and the Ten Commandments of Documentation Appendix A - InTASC Model Core Teaching Standards and Learning Progressions for Teachers Appendix B – Personnel Evaluation Standards Appendix C – Examples of Causes and Evidence for Dismissal/Discipline Appendix D – The Bologna Sandwich Technique Appendix E – Negligent Hiring: Did We Hire the Wrong Person? Appendix F: Table of Cases About the Authors

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Book SynopsisThe media landscape has changed, and children and adolescents now face a tsunami of entertainment and information. How they sort through this may have significant effects on their education and their health. We've called on some of the world's media experts to discuss what the crucial issues are and what teachers, administrators, schools, parents, and health professionals can do about them hence, the title Masters of Media.Table of ContentsPrefaceIntroduction: Children, Adolescents, and the Media: Is There a Problem? (Victor C. Strasburger, M.D.)Chapter 1: The 7 +/- 2 Deadly Sins of Video Game Violence Research El-Lim Kim, M.S., Craig A. Anderson, Ph.D., Douglas A. Gentile, Ph.D.Chapter 2: Should Internet Addiction and Gaming Addiction be Categorized as Disorders Wayne Warburton, Ph.D.Chapter 3: Does Pornography Affect Teenagers? Paul J. Wright, Ph.D.Chapter 4: Lessons from the Dunedin Study Helena M. McAnally, Ph.D., and R.J. Hancox, M.D., MRCP (UK)Chapter 5: The Rise and Fall of Screen TimeSona Livingstone, DPhil (Oxon, OBE)Chapter 6: Why the Densentization Effect Matters Most Jeanne Funk Brockmyer, Ph.D.About the Editor and Contributors

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Book SynopsisThe media landscape has changed, and children and adolescents now face a tsunami of entertainment and information. How they sort through this may have significant effects on their education and their health. We've called on some of the world's media experts to discuss what the crucial issues are and what teachers, administrators, schools, parents, and health professionals can do about them hence, the title Masters of Media.Table of ContentsPrefaceIntroduction: Children, Adolescents, and the Media: Is There a Problem? (Victor C. Strasburger, M.D.)Chapter 1: The 7 +/- 2 Deadly Sins of Video Game Violence Research El-Lim Kim, M.S., Craig A. Anderson, Ph.D., Douglas A. Gentile, Ph.D.Chapter 2: Should Internet Addiction and Gaming Addiction be Categorized as Disorders Wayne Warburton, Ph.D.Chapter 3: Does Pornography Affect Teenagers? Paul J. Wright, Ph.D.Chapter 4: Lessons from the Dunedin Study Helena M. McAnally, Ph.D., and R.J. Hancox, M.D., MRCP (UK)Chapter 5: The Rise and Fall of Screen TimeSona Livingstone, DPhil (Oxon, OBE)Chapter 6: Why the Densentization Effect Matters Most Jeanne Funk Brockmyer, Ph.D.About the Editor and Contributors

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Book SynopsisEducators and instructional leaders in today's schools are under tremendous pressure and time constraints. They have high stakes requirements to show performance achievement of students in their schools and classrooms. The relentless conflict they face is the task of managing the constant disruptions and challenges that exist in a demanding, answer-now world. We must have the tools to respond to these in an efficient and effective manner, so that we can get back to our most important work: helping students learn and grow into successful young adults.Included in this text are quick references for the busy educator to utilize. They are tools developed over decades by educators who recognize the urgency of their work and how they must not be deflected by aggravations of time consuming, emotionally exhausting challenges. Accompanying anecdotal evidence are time tested and research-based practices. If you have ever experienced the challenges of costly arguments, political motiveTrade ReviewThis book is a must read for any educator who seeks to balance the daily challenges of their job in order to focus on what is most important – the students! Dr. Gaskell has done an exceptional job of bringing together informative, practical, and tested strategies that will be highly useful for today’s professionals. A much needed addition to an educator’s bookshelf! -- Jo Ann Magistro, retired superintendent, East Brunswick SchoolsTable of ContentsTable of ContentsForewordPrefaceIntroductionChapter 1. Introduction/The Quick Chat InterventionChapter 2. There’s More Power in Persuasion than PushChapter 3. The 1-Liners that Disarm any Parent, Student, or Others in Difficult SituationsChapter 4. Applying the Rule of 9s to Approach every Challenge with SuccessChapter 5. Taking on Test Anxiety with 3 Simple, Effective StrategiesChapter 6. The Smartest Educators StealChapter 7. The Importance of the 80/20 Principal of ManagementChapter 8. Getting Your School/Classroom to Perform Its Best in “Flow”Chapter 9. How I Know if It’s All Working or Not, and What to Do about ItChapter 10. Utilizing Non-Faculty Adults to Improve Your School CultureAppendix AAppendix BBibliographyAbout the Author

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Book SynopsisEducators and instructional leaders in today's schools are under tremendous pressure and time constraints. They have high stakes requirements to show performance achievement of students in their schools and classrooms. The relentless conflict they face is the task of managing the constant disruptions and challenges that exist in a demanding, answer-now world. We must have the tools to respond to these in an efficient and effective manner, so that we can get back to our most important work: helping students learn and grow into successful young adults.Included in this text are quick references for the busy educator to utilize. They are tools developed over decades by educators who recognize the urgency of their work and how they must not be deflected by aggravations of time consuming, emotionally exhausting challenges. Accompanying anecdotal evidence are time tested and research-based practices. If you have ever experienced the challenges of costly arguments, political motiveTrade ReviewThis book is a must read for any educator who seeks to balance the daily challenges of their job in order to focus on what is most important – the students! Dr. Gaskell has done an exceptional job of bringing together informative, practical, and tested strategies that will be highly useful for today’s professionals. A much needed addition to an educator’s bookshelf! -- Jo Ann Magistro, retired superintendent, East Brunswick SchoolsTable of ContentsTable of ContentsForewordPrefaceIntroductionChapter 1. Introduction/The Quick Chat InterventionChapter 2. There’s More Power in Persuasion than PushChapter 3. The 1-Liners that Disarm any Parent, Student, or Others in Difficult SituationsChapter 4. Applying the Rule of 9s to Approach every Challenge with SuccessChapter 5. Taking on Test Anxiety with 3 Simple, Effective StrategiesChapter 6. The Smartest Educators StealChapter 7. The Importance of the 80/20 Principal of ManagementChapter 8. Getting Your School/Classroom to Perform Its Best in “Flow”Chapter 9. How I Know if It’s All Working or Not, and What to Do about ItChapter 10. Utilizing Non-Faculty Adults to Improve Your School CultureAppendix AAppendix BBibliographyAbout the Author

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Book SynopsisThis book is a six part guide to the principalship. It covers topics including: -How to know who you are working with and how to explore their motivation. -Who are the informal leaders in your building and how to negotiate a principal's relationship with them.-How to evaluate your school staff and use them more effectively.-How to determine if your community is on your side or have already lined up for a showdown with you.This book leads principals through an examination of themselves and their motivation. It takes an unflinching look at the nature of today's principalship at all levels.Table of ContentsChapter 1: Know Your SchoolChapter 2: Know Your StaffChapter 3: Know The Informal LeadersChapter 4: Know the CommunityChapter 5: Know the Goals of the District, SchoolChapter 6: Know Yourself

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Book SynopsisThis book is a six part guide to the principalship. It covers topics including: -How to know who you are working with and how to explore their motivation. -Who are the informal leaders in your building and how to negotiate a principal's relationship with them.-How to evaluate your school staff and use them more effectively.-How to determine if your community is on your side or have already lined up for a showdown with you.This book leads principals through an examination of themselves and their motivation. It takes an unflinching look at the nature of today's principalship at all levels.Table of ContentsChapter 1: Know Your SchoolChapter 2: Know Your StaffChapter 3: Know The Informal LeadersChapter 4: Know the CommunityChapter 5: Know the Goals of the District, SchoolChapter 6: Know Yourself

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Book SynopsisThe stories in the book are stitched together like a quilt giving you an overview of the mosaic of failure but also shining a light on the components of failure. The stories provide an insight into how you can create the conditions where you''re going to take risks together and then experience failure together. The narratives are from people who examined their favorite failures, pulled the stories apart and provided us with an opportunity to understand how failure is not just one moment or one set of emotions. These stories provide us with a glimpse into how we can approach teaching, learning and setbacks with more humility and more humanity. It's more than just about getting unstuck, because failure has its own shape, it's own momentum, and shapes who we are all trying to become. Table of ContentsPrefaceAcknowledgementsIntroductionChapter One: ExpectationChapter Two: FrozenChapter Three: CuriosityChapter Four: DisappointmentChapter Five: PerspectiveChapter Six: GuiltChapter Seven: SurpriseChapter Eight: EmbarrassmentChapter Nine: HonestyChapter Ten: HumilityEpilogueReferencesAbout the Authors

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Book SynopsisThe stories in the book are stitched together like a quilt giving you an overview of the mosaic of failure but also shining a light on the components of failure. The stories provide an insight into how you can create the conditions where you''re going to take risks together and then experience failure together. The narratives are from people who examined their favorite failures, pulled the stories apart and provided us with an opportunity to understand how failure is not just one moment or one set of emotions. These stories provide us with a glimpse into how we can approach teaching, learning and setbacks with more humility and more humanity. It's more than just about getting unstuck, because failure has its own shape, it's own momentum, and shapes who we are all trying to become. Table of ContentsPrefaceAcknowledgementsIntroductionChapter One: ExpectationChapter Two: FrozenChapter Three: CuriosityChapter Four: DisappointmentChapter Five: PerspectiveChapter Six: GuiltChapter Seven: SurpriseChapter Eight: EmbarrassmentChapter Nine: HonestyChapter Ten: HumilityEpilogueReferencesAbout the Authors

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Book SynopsisThe purpose of this book is to share with teachers a successful coaching model that has been researched, designed, piloted, evaluated and used across a range of schools. It is a peer coaching model which teachers use with teachers. It is a model which, as a coach or coachee, both parties will learn from. While the model is directed to teachers, it is equally applicable and transferable to other professions.The book is clear and concise with relevant background information, a step-by-step process, and includes case studies.Table of ContentsAcknowledgements Introduction1.What is coaching?2.Who can coach?3.Who can be coached?4.Coaching Skills5.Key Concepts within this Coaching Framework6.Possible Ideas for Coaching7.Getting Started8.The Process9.Initial Interview10.Observation11.Follow-up Meeting12.Next Steps13.Case Study A 14.Case Study B 15.Case Study C 16.Case Study DReferencesIndex

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Book SynopsisThe purpose of this book is to share with teachers a successful coaching model that has been researched, designed, piloted, evaluated and used across a range of schools. It is a peer coaching model which teachers use with teachers. It is a model which, as a coach or coachee, both parties will learn from. While the model is directed to teachers, it is equally applicable and transferable to other professions.The book is clear and concise with relevant background information, a step-by-step process, and includes case studies.Table of ContentsAcknowledgements Introduction1.What is coaching?2.Who can coach?3.Who can be coached?4.Coaching Skills5.Key Concepts within this Coaching Framework6.Possible Ideas for Coaching7.Getting Started8.The Process9.Initial Interview10.Observation11.Follow-up Meeting12.Next Steps13.Case Study A 14.Case Study B 15.Case Study C 16.Case Study DReferencesIndex

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Book SynopsisAll children deserve the opportunity to practice freedom of thought, voice, and movement in school. Giving students the opportunity to practice freedom--to teach them how to be autonomous, responsible, cooperative and critically literate--should be done in communities and schools across the country, and this book shows how. The key ability of the human brain that cannot be digitized or mechanized is its ability to interpretthat is, to cope with the intentions of another, to understand what was said and what was meant. Humans have the ability to work together as a team toward a common goal (i.e. cooperate), to be altruistic and make sacrifices to help others, to build trust, and to feel empathy or sympathyand robots do not. Developing and using these interpretive and cooperative skills is essential to having a nation of thoughtful citizens who are capable of seeing themselves as solutions to the problems and issues we face. Empowered Students: EducatiTrade ReviewI cannot over-emphasize the importance of a book such as this. Educators struggle with how to develop agency, ownership, curiosity, and persistence in learners. This book offers practical ideas and examples of how to do this. Empowering Students tells a compelling true story about finding success in an incredibly challenging school setting. Kerry Decker provides reason for hope, built on a foundation of reality and experience. School leaders, regardless of the communities in which they serve, will find ideas and answers to consider, adopt, and build on to transform the experience of students and nurture learning success in their schools. -- Jim Rickabaugh, author and senior advisor, Institute of Personalized LearningWhat a pleasure read this is! This is a dramatic story of a genuine turnaround, a school that was failing its students -- and that's the emphasis Kerry Decker makes -- which became a place where they could learn what they needed to know to be successful. Kids no one expected to do well. Good story. Good job. -- Curtis Johnson, Minneapolis-based writer and consultant; managing associate, Education Evolving (www.educationevolving.org) and the executive director, Citiscope (www.citiscope.org)Wow. An inspiring story about a woman with an idea she's determined to put into practice. Decker tells the story convincingly, including wonderful real life dialogue with kids. Like most practitioners I'm not an easy person to believe in school ‘miracles', but it’s a tale worth reading at least twice. -- Deborah Meier, MacArthur Award-winning founder of the Central Park East Schools in New York and the Mission Hill School in BostonTable of ContentsChapter 1: Historical ContextChapter 2: The Principles of FreedomChapter 3: BuildChapter 4: ThinkChapter 5: SpeakChapter 6: Act: Supporting IntentionalityChapter 7: Fight for the Principles of Freedom: Rule #23, Keepers of the Culture ®, Promise Cards ®, and KOC ClassChapter 8: Pushback--and Growth

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Book SynopsisAll children deserve the opportunity to practice freedom of thought, voice, and movement in school. Giving students the opportunity to practice freedom--to teach them how to be autonomous, responsible, cooperative and critically literate--should be done in communities and schools across the country, and this book shows how. The key ability of the human brain that cannot be digitized or mechanized is its ability to interpretthat is, to cope with the intentions of another, to understand what was said and what was meant. Humans have the ability to work together as a team toward a common goal (i.e. cooperate), to be altruistic and make sacrifices to help others, to build trust, and to feel empathy or sympathyand robots do not. Developing and using these interpretive and cooperative skills is essential to having a nation of thoughtful citizens who are capable of seeing themselves as solutions to the problems and issues we face. Empowered Students: EducatiTrade ReviewI cannot over-emphasize the importance of a book such as this. Educators struggle with how to develop agency, ownership, curiosity, and persistence in learners. This book offers practical ideas and examples of how to do this. Empowering Students tells a compelling true story about finding success in an incredibly challenging school setting. Kerry Decker provides reason for hope, built on a foundation of reality and experience. School leaders, regardless of the communities in which they serve, will find ideas and answers to consider, adopt, and build on to transform the experience of students and nurture learning success in their schools. -- Jim Rickabaugh, author and senior advisor, Institute of Personalized LearningWhat a pleasure read this is! This is a dramatic story of a genuine turnaround, a school that was failing its students -- and that's the emphasis Kerry Decker makes -- which became a place where they could learn what they needed to know to be successful. Kids no one expected to do well. Good story. Good job. -- Curtis Johnson, Minneapolis-based writer and consultant; managing associate, Education Evolving (www.educationevolving.org) and the executive director, Citiscope (www.citiscope.org)Wow. An inspiring story about a woman with an idea she's determined to put into practice. Decker tells the story convincingly, including wonderful real life dialogue with kids. Like most practitioners I'm not an easy person to believe in school ‘miracles', but it’s a tale worth reading at least twice. -- Deborah Meier, MacArthur Award-winning founder of the Central Park East Schools in New York and the Mission Hill School in BostonTable of ContentsChapter 1: Historical ContextChapter 2: The Principles of FreedomChapter 3: BuildChapter 4: ThinkChapter 5: SpeakChapter 6: Act: Supporting IntentionalityChapter 7: Fight for the Principles of Freedom: Rule #23, Keepers of the Culture ®, Promise Cards ®, and KOC ClassChapter 8: Pushback--and Growth

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Book SynopsisIn The Final Pieces: A Systems Approach to School Leadership, the author addresses the need for systems planning in school administration in an effort to assist principals and district leadership in the face of changing demands. The Final Pieces is the follow up to Putting the Pieces Together: A Systems Approach to School Leadersip. The second book describes the last two of the four major systems needed for effective school leadership: Student Support and Culture. This book will not only outline these systems and all of their component parts but will provide a how to approach to develop each system. In addition, a system for progress monitoring will be described and explained. Materials, such as forms, will be provided throughout as well as questions at the end of each chapter for reflection and planning. Creating these systems not only makes a principal's job more manageable, thus preventing burnout, but also helps to put the focus where it belongs. Aspiring leaders, sitting princTable of ContentsINTRODUCTIONCHAPTER 1: GUIDANCE SYSTEMSChapter 2: MULTI-TIERED SYSTEMS OF SUPPORTChapter 3: MENTORING PROGRAMSCHAPTER 4: OUTSIDE AGENCIESCHAPTER 5: SCHOOL CULTURE SYSTEMCHAPTER 6: SUPPORTCHAPTER 7: SCHOOL AND COMMUNITY COMMUNICATIONSCONCLUSION

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Book SynopsisIn The Final Pieces: A Systems Approach to School Leadership, the author addresses the need for systems planning in school administration in an effort to assist principals and district leadership in the face of changing demands. The Final Pieces is the follow up to Putting the Pieces Together: A Systems Approach to School Leadersip. The second book describes the last two of the four major systems needed for effective school leadership: Student Support and Culture. This book will not only outline these systems and all of their component parts but will provide a how to approach to develop each system. In addition, a system for progress monitoring will be described and explained. Materials, such as forms, will be provided throughout as well as questions at the end of each chapter for reflection and planning. Creating these systems not only makes a principal's job more manageable, thus preventing burnout, but also helps to put the focus where it belongs. Aspiring leaders, sitting princTable of ContentsINTRODUCTIONCHAPTER 1: GUIDANCE SYSTEMSChapter 2: MULTI-TIERED SYSTEMS OF SUPPORTChapter 3: MENTORING PROGRAMSCHAPTER 4: OUTSIDE AGENCIESCHAPTER 5: SCHOOL CULTURE SYSTEMCHAPTER 6: SUPPORTCHAPTER 7: SCHOOL AND COMMUNITY COMMUNICATIONSCONCLUSION

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Book SynopsisMaximum Impact is an affirmation of the importance of communication by America's local boards of education and superintendents. The book is based on principles developed in our professional roles as authors, a district superintendent, educational researcher, broadcast journalist, public affairs and social media director and government spokesperson. Each chapter - highlighting critical aspects of team communication by boards of education and the superintendent - is grounded in our work and experience. Our belief in communication as a tool for district transformation leads us to focus on dynamics between school leaders and the need to deploy a strategic communication strategy, a first book in today's literature. We endeavor to help boards of education and superintendents - aspiring, novice or veteran to recognize the vital nature of communication in the governance and leadership of public education, now and in the future. With the call for more transparency in government, including pTable of ContentsForewordOpening TestimonialIntroductionChapter 1: Communicating as a Purpose-Driven TeamChapter 2: The Importance of ‘We” not “Me”Chapter 3: Communicating When Leaders DifferChapter 4: Board Meetings and MessagesChapter 5: An Informed School Family can be an Engaged School FamilyChapter 6: Two-way Communicating Via the News Media Chapter 7: Know when to Talk and Know when to hold BackChapter 8: Learning and Practicing the Art of Listening Chapter 9: Social Speaking – Online Engagement MattersChapter 10: Putting the Forward Focus on GrowthChapter 11: Building – and Maintaining – Support for SchoolsChapter 12: Success: See It, Speak ItChapter 13: Communicating in a Timely Manner in Calm and in CrisisChapter 14: Mistakes Happen and How We Acknowledge Them MattersChapter 15: Crafting a Year-round Schedule to Communicate School SuccessConclusion: A Final ThoughtAfterword

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Book SynopsisMaximum Impact is an affirmation of the importance of communication by America's local boards of education and superintendents. The book is based on principles developed in our professional roles as authors, a district superintendent, educational researcher, broadcast journalist, public affairs and social media director and government spokesperson. Each chapter - highlighting critical aspects of team communication by boards of education and the superintendent - is grounded in our work and experience. Our belief in communication as a tool for district transformation leads us to focus on dynamics between school leaders and the need to deploy a strategic communication strategy, a first book in today's literature. We endeavor to help boards of education and superintendents - aspiring, novice or veteran to recognize the vital nature of communication in the governance and leadership of public education, now and in the future. With the call for more transparency in government, including pTable of ContentsForewordOpening TestimonialIntroductionChapter 1: Communicating as a Purpose-Driven TeamChapter 2: The Importance of ‘We” not “Me”Chapter 3: Communicating When Leaders DifferChapter 4: Board Meetings and MessagesChapter 5: An Informed School Family can be an Engaged School FamilyChapter 6: Two-way Communicating Via the News Media Chapter 7: Know when to Talk and Know when to hold BackChapter 8: Learning and Practicing the Art of Listening Chapter 9: Social Speaking – Online Engagement MattersChapter 10: Putting the Forward Focus on GrowthChapter 11: Building – and Maintaining – Support for SchoolsChapter 12: Success: See It, Speak ItChapter 13: Communicating in a Timely Manner in Calm and in CrisisChapter 14: Mistakes Happen and How We Acknowledge Them MattersChapter 15: Crafting a Year-round Schedule to Communicate School SuccessConclusion: A Final ThoughtAfterword

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Book SynopsisEducational leaders must be prepared to lead during crisis. Leadership has been challenged with multiple crisis in recent years, including issues of school safety, school shootings, medical crises such as SARs, HINI, and the ongoing pandemic. While each of these situations has resulted in multiple plans of actions, none has impacted our society as the current pandemic (COVID19) has, in terms of immediacy of needs and actions.School and district leaders are in charge of managing many stakeholders, circumstances and have the authority and responsibility to lead with ethical behavior (Al Habusi, Ismail & Omar, 2018). Integrity, resilience, fairness help guide the components of ethical leadership that leaders need to model, communicate, and use as a framework for implementing and sustaining change in organizations (Hegarty & Moccia, 2018).This book is targeted for leaders of educational systems, school buildings and those leaders of organizations that are connected in someTrade ReviewThe authors who have contributed to this book, based on their expertise, provide both a scholarly account and real world perspective of educating through a pandemic. The description of the processes was a glimpse into what districts felt as they moved at lightening speed from traditional learning practices to temporary online learning. The book is not a deep historical account of crisis management, past pandemics or global issues rather, it tackles this pandemic from perspective of both the educators and stakeholders. The contributors voices come to life through the sharing of feelings and experiences making this book an easy and very relevant read. -- Toni Zetzsche, PhD, principal, Pasco County SchoolsNothing quite like the COVID 19 pandemic of 2020 has ever hit society and educational institutions. Crisis Leadership provides a comprehensive look at the various aspects of a pandemic crisis and the resultant demands for a wide range of leadership skills, with emphasis on the personal stories and trauma experienced by school personnel and an overview of the depth and complexity of this type of crisis. The "new normal" of life in the 21st Century will necessitate that leaders explore the vital information found in this book. -- Joanne B. Roberts, EdD, former high school principal and associate professor of education (ret.)I found this book, to be timely, and profoundly thought provoking. It beckons educational leaders to respond! As a school administrator, I found this book to be helpful in re-connecting me to the larger community of school leaders who are now reshaping the means and delivery of education across the US. It also provides clear suggestions and ideas for school leaders as they continue to respond to the crisis. -- Frank Mulhern, Family & Community Engagement/My Brother's Keeper Programs, Ellenville School District, Ellenville, NYTable of ContentsIntroduction Fern AefskyDedicationChapter 1: Crisis LeadershipFern AefskyChapter 2: Crisis Management: Voices from the FieldRenee SedlackChapter 3: Leadership: Supporting Teachers, Students and Families during CrisesMelinda CarverChapter 4: Social Awareness and Transformative Action Keya MukherjeeChapter 5: Crisis Leadership: Educating Students with Disabilities in times of ChangeGeorgina Rivera-Singeltary & Michael BaileyChapter 6: Mental Health Implications for Administrators, Faculty, Students and FamiliesSusan KinsellaChapter 7: Crises Management: Operational Challenges for Educational LeadersJodi Lamb, Ed Dadez, & Fern AefskyChapter 8: Lessons LearnedFern AefskyAbout the ContributorsAbout the Author

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Book SynopsisEducational leaders must be prepared to lead during crisis. Leadership has been challenged with multiple crisis in recent years, including issues of school safety, school shootings, medical crises such as SARs, HINI, and the ongoing pandemic. While each of these situations has resulted in multiple plans of actions, none has impacted our society as the current pandemic (COVID19) has, in terms of immediacy of needs and actions.School and district leaders are in charge of managing many stakeholders, circumstances and have the authority and responsibility to lead with ethical behavior (Al Habusi, Ismail & Omar, 2018). Integrity, resilience, fairness help guide the components of ethical leadership that leaders need to model, communicate, and use as a framework for implementing and sustaining change in organizations (Hegarty & Moccia, 2018).This book is targeted for leaders of educational systems, school buildings and those leaders of organizations that are connected in someTrade ReviewThe authors who have contributed to this book, based on their expertise, provide both a scholarly account and real world perspective of educating through a pandemic. The description of the processes was a glimpse into what districts felt as they moved at lightening speed from traditional learning practices to temporary online learning. The book is not a deep historical account of crisis management, past pandemics or global issues rather, it tackles this pandemic from perspective of both the educators and stakeholders. The contributors voices come to life through the sharing of feelings and experiences making this book an easy and very relevant read. -- Toni Zetzsche, PhD, principal, Pasco County SchoolsNothing quite like the COVID 19 pandemic of 2020 has ever hit society and educational institutions. Crisis Leadership provides a comprehensive look at the various aspects of a pandemic crisis and the resultant demands for a wide range of leadership skills, with emphasis on the personal stories and trauma experienced by school personnel and an overview of the depth and complexity of this type of crisis. The "new normal" of life in the 21st Century will necessitate that leaders explore the vital information found in this book. -- Joanne B. Roberts, EdD, former high school principal and associate professor of education (ret.)I found this book, to be timely, and profoundly thought provoking. It beckons educational leaders to respond! As a school administrator, I found this book to be helpful in re-connecting me to the larger community of school leaders who are now reshaping the means and delivery of education across the US. It also provides clear suggestions and ideas for school leaders as they continue to respond to the crisis. -- Frank Mulhern, Family & Community Engagement/My Brother's Keeper Programs, Ellenville School District, Ellenville, NYTable of ContentsIntroduction Fern AefskyDedicationChapter 1: Crisis LeadershipFern AefskyChapter 2: Crisis Management: Voices from the FieldRenee SedlackChapter 3: Leadership: Supporting Teachers, Students and Families during CrisesMelinda CarverChapter 4: Social Awareness and Transformative Action Keya MukherjeeChapter 5: Crisis Leadership: Educating Students with Disabilities in times of ChangeGeorgina Rivera-Singeltary & Michael BaileyChapter 6: Mental Health Implications for Administrators, Faculty, Students and FamiliesSusan KinsellaChapter 7: Crises Management: Operational Challenges for Educational LeadersJodi Lamb, Ed Dadez, & Fern AefskyChapter 8: Lessons LearnedFern AefskyAbout the ContributorsAbout the Author

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Book SynopsisThe Principal's Hot Seat: Observing Real-World Dilemmas, 2nd edition provides a window through which aspiring and practicing school leaders observe and evaluate some of the most challenging, authentic, and unpredictable interactions common to the principalship. With video footage from an unscripted role play in which teachers, parents, and stakeholders share a variety of issues and emotions with the principal, the Hot Seat challenges readers to unpack the ways principals attempt to address routine and unpredictable challenges in school leadership. From distraught, pushy, or irate parents to teachers refusing to collaborate, curriculum controversies and cultural responsivity, readers assume the hot seat and feel the challenge principals face in navigating conversations and issues in ethical, individual, standards-based ways. Each chapter begins with stage setting and scenario background information, along with relevant literature, research, and resources, followed bTable of ContentsPrefaceAcknowledgementsHot Seat #1: Stop Picking At Kids! (High School)Hot Seat #2: Will You Hold Him Accountable? (High School)Hot Seat #3: She Has It Out For All The Athletes! (High School)Hot Seat #4: It’s Time For Them To Go (Middle School)Hot Seat #5: Do You Support My Program? (Middle School)Hot Seat #6: Stick a Fork in it (Middle School)Hot Seat #7: I Get Him Here, You Send Him Home (Middle School) Hot Seat #8: Who Called DHS? (Elementary School)Hot Seat #9: Look What I Found! (Elementary School)Hot Seat #10: What Are They Doing In There? (Elementary School)Hot Seat #11: He Needs To Back Off! (High School)Hot Seat #12 – The Training Isn’t Taking (Elementary School)Hot Seat #13: My Son is a Good Boy (Elementary School)Hot Seat #14: I’m a Good Mom (Elementary School)Hot Seat #15: The Ruler and The Walkout (High School)Hot Seat #16: Nobody’s Boy (High School)Hot Seat #17: Pornography or Literature? (Middle School) Hot Seat #18: I Think They’re Immoral Topics (Elementary School)Hot Seat #19: Just a Nod (High School)ReferencesNational Educational Leadership Proficiency (NELP) StandardsAbout the Contributors

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Book SynopsisThe Principal's Hot Seat: Observing Real-World Dilemmas, 2nd edition provides a window through which aspiring and practicing school leaders observe and evaluate some of the most challenging, authentic, and unpredictable interactions common to the principalship. With video footage from an unscripted role play in which teachers, parents, and stakeholders share a variety of issues and emotions with the principal, the Hot Seat challenges readers to unpack the ways principals attempt to address routine and unpredictable challenges in school leadership. From distraught, pushy, or irate parents to teachers refusing to collaborate, curriculum controversies and cultural responsivity, readers assume the hot seat and feel the challenge principals face in navigating conversations and issues in ethical, individual, standards-based ways. Each chapter begins with stage setting and scenario background information, along with relevant literature, research, and resources, followed bTable of ContentsPrefaceAcknowledgementsHot Seat #1: Stop Picking At Kids! (High School)Hot Seat #2: Will You Hold Him Accountable? (High School)Hot Seat #3: She Has It Out For All The Athletes! (High School)Hot Seat #4: It’s Time For Them To Go (Middle School)Hot Seat #5: Do You Support My Program? (Middle School)Hot Seat #6: Stick a Fork in it (Middle School)Hot Seat #7: I Get Him Here, You Send Him Home (Middle School) Hot Seat #8: Who Called DHS? (Elementary School)Hot Seat #9: Look What I Found! (Elementary School)Hot Seat #10: What Are They Doing In There? (Elementary School)Hot Seat #11: He Needs To Back Off! (High School)Hot Seat #12 – The Training Isn’t Taking (Elementary School)Hot Seat #13: My Son is a Good Boy (Elementary School)Hot Seat #14: I’m a Good Mom (Elementary School)Hot Seat #15: The Ruler and The Walkout (High School)Hot Seat #16: Nobody’s Boy (High School)Hot Seat #17: Pornography or Literature? (Middle School) Hot Seat #18: I Think They’re Immoral Topics (Elementary School)Hot Seat #19: Just a Nod (High School)ReferencesNational Educational Leadership Proficiency (NELP) StandardsAbout the Contributors

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Book SynopsisThis book helps break down and analyze the process of solid decision-making. From the examination of decisions that went poorly, to a concrete set of steps to consider when making new decisions, the process in this book helps decision makers feel confident in their decisions and be able to communicate their process clearly. Using the process of moral imagination to make decision includes gathering all perspectives, imagining creative solutions and choosing empathetically. While looking at real world, predominantly education-based examples, readers are encouraged to see where decisions fell apart and learn how to plan around blind spots. This process includes solutions for common decision-making mistakes and ways to reflect and improve on what is to come. Trade ReviewWith Moral Imagination is a timely resource for daily living in relationships. With so many sources of information coming at us, it is easier to respond in kind; fast and click. Author Cate Sommervold provides communication and process skills for what is missing in decision making at all levels. From daily living to nation policies, our decisions affect lives and this book brings out the human side of decision making. -- Greta Chapman, President/CEO South Dakota Hall of FameDr. Sommervold's recent publication Decision Making With Moral Imagination comes in a season that the influence of our how to make decisions is greatly impacted by what we understand about the complexity of the process. As she articulates to the reader the necessity of going beyond the surface but living in productive struggle to reach the other side that embodies an opportunity to acquire skills that lead to confidence in actions that may be implemented for the greater future of stakeholders. -- Marilyn Johnson-Farr, PhD, Dwight E. Porter Professor of Education, Doane UniversityIn an era where we need empathy and solutions more than ever before, Sommervold's theory of using moral imagination could not be more timely. We are currently tasked with solving societal, medical, and climate crises we've never tackled before. Voices who have too long gone unheard are demanding their righteous space and the world at last seems ready to listen. By using the concepts behind moral imagination, we can use the best learning of our past to create innovative new solutions for our present and future. Sommervold's clear writing, real-world scenarios, and helpful scaffolding of her process make this a workbook for the times we live in. -- Elizabeth Ross Hubbell, co-author of Instructional Models: How to Choose One and How to Use OneTable of ContentsDedicationPrefaceIntroductionChapter 1: A Journey To A ProcessChapter 2: What Are The Parts?Chapter 3: StakeholdersChapter 4: ConditionsChapter 5: Antecedent EventsChapter 6: Blind SpotsChapter 7: EmpathyChapter 8: ConsequencesChapter 9: Imaginative SolutionsChapter 10: ReflectionChapter 11: Moral Imagination In PracticeChapter 12: Moral Imagination For Organizational Decision MakingChapter 13: AfterwardReferencesAppendix: A Brief History Of Moral Imagination\About the Author

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