Educational administration and organization Books
Rowman & Littlefield Real World Professional Learning Communities
Book SynopsisIn a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal that is to improve teaching so that student learning is improved. Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning inTrade ReviewIn this book scholar-practitioners provide reasons to be hopeful about educational practice in a current, dark era of accountability reform. Their research vividly portrays the professional learning community as a viable and meaningful strategy for studying and improving teaching and learning at all scholastic levels. Their collective voices demonstrate how, as educators work hard together, intelligent and productive insight can emerge in the spaces between people. The final chapter presents a synthesis of the major ideas and implications for both research and practice. The book will appeal to educators involved in public schooling and pre-service training, as well as parents and policy makers, those who recognize the significance of renewal and growth through collective wisdom as demonstrated by the authors themselves. -- Noreen B. Garman, PhD, professor, administrative and policy studies, University of PittsburghIn Real-World Professional Learning Communities, Arredondo Rucinski has provided a fresh and needed look at the phenomenon of professional learning communities. Starting with a healthy skepticism about the nature and effectiveness of PLCs, the author/editor and her colleagues not only implemented the process in a variety of “real world” situations, but also identified the critical components of successful executions of this ever-growing innovation. This book should help anyone wishing to understand what works and what does not work when designing and implementing an effective PLC. -- Robert J. Marzano, cofounder and CEO, Marzano Research LaboratoryArredondo Rucinski has invited key stakeholders to crucial conversation around Professional Learning Communities. In her approach we benefit from the perspectives of leading researchers, district leaders, classroom teachers, and school leaders. It is typical to consider the perspective of one or two of these constituencies but it is refreshing and exciting to benefit from a broad range of educators all of whom share in a commitment to thoughtful, practical, and impactful learning communities. -- Zach Kelehear, Dean of the College of Education and Vice President for Instruction and Innovation, Augusta UniversityTable of ContentsForeword—Terri Croft Boman Part I —Overview of book Chapter 1: Introduction Chapter 2: The Conceptual framework for Professional Learning Communities as Reform Initiatives Daisy Arredondo Rucinski (Example of use by Kyra L. Rhyne) Part II – Use of PLCs in Elementary Schools Chapter 3: Teacher reflection and teacher development in elementary schools using Alabama’s Instructional Partners Program (IPN) Bradley A. Scott, Principal, Chaffee Elementary School, Huntsville, AL Chapter 4: Elementary teacher reflection in professional learning communities and teacher learning Rachel Real Poovey – Supervisor of Elementary Education, Decatur, AL City Schools Chapter 5: Using PLC collaboration as a foundation for trust and teacher efficacy in elementary schools Datie I. Priest – Principal, West Decatur Elementary School, Decatur, AL Part III – Use of PLCs in middle and high schools Chapter 6: Relationships among professional learning communities, trust, and student achievement in elementary and middle school mathematics. Herbert A. Betts III – Madras Middle School, Assistant Principal, Coweta School System, Newnan, GA Chapter 7: School Culture, Professional Learning Community and Student Achievement in Middle and High Schools Amanda Hitson Cassity – District curriculum director, Northern Region, Tuscaloosa County Schools, Tuscaloosa, AL Chapter 8: Common Planning in High School Departments: A Structure for Implementing Professional Learning Communities Kyra L. Rhyne – District coordinator for virtual learning, Catoosa County Schools, Ringold, GA Part IV – School, District, and State contexts in using PLCs as a school reform and accountability strategy: Chapter 9: Using a professional learning community framework to support response to intervention (RTI) in middle and high schools Nicole Spiller – District Director of Student and Intervention Services, Atlanta School System, Atlanta, GA Chapter 10: Developing schools as professional learning communities: Does district level leadership matter? Terri Croft Boman – University – K-12 Professional Development Director Chapter 11: Professional development in the states: How statutes and regulations target teacher quality to improve student learning Helen M. Hazi, Professor, West Virginia University and Daisy Arredondo Rucinski – Professor, The University of Alabama Part V – What the research says about the effects of using PLCs in schools and student or teacher learning: Chapter 12: Meta analyses of the research Part 1: A meta-analytic review of dissertation research on Use of PLCs and student achievement Part 2: A Meta-analytic Review of the Published Research on Use of PLCs and Student and Teacher Learning. Susan McClendon Patrick, Secondary Curriculum Supervisor, Cullman County Schools, Cullman, AL; Daisy Arredondo Rucinski, Professor; and Sara Elizabeth Tomek, Associate Professor, UA. Chapter 13: Conclusions, limitations, and implications for future research Daisy Arredondo Rucinski Index
£33.25
SAGE Publications Inc Developing Teaching Expertise: A Guide to
Book SynopsisCultivate a Culture of Learning by Doing In Teacher Development Picture a world where teachers, equipped with the expertise to produce the best outcomes in every context, confidently and intentionally inquire, adapt, and change instruction based on student needs. Do you know how to get them there? Developing Teaching Expertise offers a proactive framework for teachers to work through iterative design cycles and understand how to make ‘what works best’ work in their unique classroom. Aligned to the varied components of teacher professional learning, this book supports the development of teaching expertise by: Exploring how specific design and leadership approaches can be integrated to form a useful framework for leading teacher professional learning Highlighting ways to navigate through complex educational environments Incorporating illustrative tools and vignettes, and real-life examples of results from different educational settings This book offers a deep exploration to lead and intentionally cultivate a culture of lifelong teacher learning. Table of ContentsChapter 1. Teacher Professional Learning Chapter 2. Leading Teacher Learning Chapter 3. Adaptive Teaching Teams and Collaborative Expertise Chapter 4. Evaluative Thinking and Expertise Pathways Chapter 5. Understanding and Developing Teaching Dispositions Conclusion Glossary Bibliography Index
£29.44
Rowman & Littlefield Banishing Bullying Behavior: Transforming the
Book SynopsisFried and Sosland bring their combined experiences together to present a blueprint to reduce the pain, rage and revenge cycle of bullying. Their strategies have been captured from hands-on interaction with educators, parents and students. Their premise comes from the apocryphal village that is being ravaged by dysentery. Do you treat each person for their intestinal disorders or do you put in a sewer system? Do you work with each individual student or do you change a culture that hosts cruelty. Can you do both? The core of the book is the Student Empowerment Session that has been crafted and refined over fifteen years. This carefully organized, powerful system of questions has effected dramatic changes in children's insights about their behavior. The book also explores topics which include cyberbullying, children with disabilities, 'mean girls,' teachers who are bullies, parents who refuse to accept that their children are bullies, and academic vs. social emotional learning concerns to help readers change the culture and banish bully behavior.Trade ReviewAn invaluable book for parents who want to be advocates and protectors of their children. Straightforward and well-researched, Banishing Bullying Behavior brings to light the real issues kids face today and provides specific advice to parents. This should be required reading for anyone who is connected to kids. Kudos to Fried and Sosland for being spot-on. -- Joanne Stern, author of Parenting Is a Contact SportFried and Sosland have produced a valuable guide for educators and others working to rid our schools of bullying. Based on their extensive experience, the authors describe those practices that will create positive change and suggest practical strategies to make school a safe and comfortable place for learning. -- Marjorie P. Kaplan, superintendent, Shawnee Mission School District, 1992-2008A must for educators who believe in the potential of kids, this book sends a powerful message regarding the importance of creating a culture of respect for self and all others. Unique in it's specific suggestions, Fried and Sosland's book will inspire school staff and community members to join together in an effort to end the cycle of pain and revenge and to create a "BullySafe" environment. -- Mary Fischer, school counselor, Ida S. Baker High School, Lee County, FloridaWe must all accept our role as change agents if we are to banish bullying behavior in our schools and across society. In their book, SuEllen Fried and Blanche Sosland challenge our thinking while sharing new learning and strategies for addressing the bullying disorder. The book is essential reading for all who work with students. After I finished the last chapter, I felt inspired and empowered to further support and intervene with those who use bullying behaviors, their targets, and the witnesses who can make a difference. -- Robert ?B.R.? Rhoads, principal, Tillman Elementary School, Kirkwood, MissouriAs a middle school philosophy college instructor, I find that Banishing Bullying Behavior is a must-read for ALL future teachers. From the explanation of bullying, to the lessons on how we in the classroom can help and intercede, this book gives the responses any parent, child, or teacher would want. Bullying behavior is sadly a challenging problem in today’s schools, and with Fried’s and Sosland’s frank and encouraging material, the end could be in sight. -- Philip H. Hackett, adjunct professor, Xavier University, Cincinnati, OhioSuEllen Fried and her colleague Blanche Sosland have brought heart and head to bear in this book. They offer a thoughtful analysis, communicate compassion for targets and perpetrators alike, and explore programmatic efforts to make schools more positive places for children and youth. -- James Garbarino, director, Center for the Human Rights of Children, Loyola University Chicago (from the foreword)
£38.00
Crown House Publishing Love Teaching, Keep Teaching: The essential guide
Book SynopsisIn the midst of a recruitment crisis and a massive exodus of teachers from our schools, now is the time for some joined-up thinking about teacher well-being and mental health. Filled with insightful advice and practical strategies, Peter Radford's Love Teaching, Keep Teaching invites educators to think differently about the way education is 'done' and shows them how they can keep doing the job they love without sacrificing their health and well-being. Furthermore, he paints a picture of a truly 'healthy school' as being one in which the value of each staff member and student is fundamental to everything they do and shapes the way they do it. Peter also offers a fresh perspective on school leadership, encouraging leaders to rethink common practices and to explore the rewards and benefits of employing a people-focused approach both in the staffroom and across the school. Suitable for teachers and school leaders in both primary and secondary settings.
£20.03
LDA Nurturing Success How to Create and Run an
Book Synopsis
£20.39
Taylor & Francis Ltd Talkabout Sex and Relationships 1: A Programme to
Book SynopsisTalkabout Sex & Relationships 1 is a comprehensive toolkit for all therapists, educators and support staff who deliver relationship education to people with special needs. It is intended primarily to support groupwork but activities can be easily adapted to suit the needs of individuals with varying abilities.The resource emphasises the importance of happy, healthy and positive relationships. It looks at the life cycle of a relationship from finding a partner, coping with problems, staying safe and maintaining a relationship to dealing with the potential ending of a relationship.This toolkit is the first in a two volume set, the second of which will focus on sex. Created by Alex Kelly and Emily Dennis as part of the bestselling Talkabout series, this publication constitutes the most complete and trustworthy set of resources available for groupwork focussing on relationships for people with special needs.Table of ContentsIntroduction Assessment Topic 1: Getting to know us Topic 2: Staying safe Topic 3: Introduction to relationships Topic 4: Starting a relationship Topic 5: Developing relationships Topic 6: Coping with problems Topic 7: When a relationship ends Topic 8: Looking to the future Forms References Index
£44.64
Harvard Educational Publishing Group Why Knowledge Matters: Rescuing Our Children from
Book SynopsisIn Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences.Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.Why Knowledge Matters introduces a new generation of American educators to Hirsch's astute and passionate analysis.
£28.01
Taylor & Francis Ltd (Sales) The Higher Education Managers Handbook
Book SynopsisDrawing on professional experience from university innovators and a wealth of international case studies, The Higher Education Managerâs Handbook offers practical advice and guidance on all aspects of university management. An engaging, comprehensive and highly accessible practitionerâs guide, the book tackles all the key areas central to the job of managing in higher education, from understanding the culture of your university and the role it plays, to providing effective leadership and managing change. Now in a thoroughly updated third edition, the book is written from the unique perspective of the higher education manager, offering advice that can be implemented immediately by leaders at all levels.The book is organised into four pre-requisites that any prospective higher education manager must master if they are to be an effective university leader: Knowing your environment Knowing your university Knowing your department Knowing yourself Each of the chapters within these sections provides commentary and analysis of the particular role aspect under review, and offers advice and guidance on good practice, including case study examples and self-assessment tools. New topics include: The new higher education landscape The first 100 days Avoiding cognitive bias and developing a flexible mindset Strategic planning and Teaching Excellence Framework (TEF) Reviewing course portfolios and subject areas Improving student outcomes and staff experience Assessing and mitigating risk Project management and managing up Widening participation and social mobility Vice chancellors, university presidents, provosts and deans, heads of academic departments and university services, subject leaders, course directors and others in management positions within the field of higher education will find this book to be an irreplaceable resource that they will use time and time again.Table of ContentsIntroduction: the Challenge for HE Managers Chapter 1: Knowing your Environment Chapter 2: Knowing your Institution Chapter 3: Leading your Department Chapter 4: Leading by Example Chapter 5: Managing for High Performance Chapter 6: Developing staff Chapter 7: Leading and Celebrating Diversity Chapter 8: Enhancing the Student Experience Chapter 9: Managing change Chapter 10: Managing up and manging the ‘downside’ Chapter 11: Managing yourself
£37.04
Taylor & Francis Ltd What Makes Teachers Unhappy and What Can You Do
Book SynopsisMany teachers, support staff and school leaders are tired, stressed and overstretched. And even though this frequently makes the headlines, it isn't a new problem. In this book, Mark Solomons and Fran Abrams argue staff wellbeing should be rooted in the culture and climate of our schools. They provide a roadmap to recovery for struggling schools which should lead to improvements in staff morale, workload management and mental wellbeing.With a range of real-life examples, this book focuses on how school leaders can build workplace wellbeing in even the most challenging environments. It includes clear links to research evidence and summaries of the key steps necessary to deal with common issues such as: Identifying and mapping issues in your school Leading for wellbeing Creating and maintaining a happy workforce Developing a culture of everyday wellbeing Overseeing change Written in an entertaining yet informative manneTrade Review'This is a powerful, thoughtful book that goes beyond treating symptoms, towards looking at the root causes of poor wellbeing. We are shown that leaders who build teams that are trusted offer teachers high levels of agency, enabling workload to be viewed as meaningful and purposeful. Strategies are offered that are aimed at supporting leaders to develop a culture of collective endeavour. This is a compelling resource for leaders everywhere - highly recommended for practical audit resources alongside case studies that offer evidence about what truly makes a difference.'Dame Alison Peacock, Chief Executive of the Chartered College of Teaching'The book thoughtfully examines how leaders can create an engaging and vibrant school climate and culture, building an environment where teachers and all staff thrive. The research is clear, where staff report a positive climate, this underpins a virtuous cycle, impacting student learning, relationships and a sense of belonging. While much of the policy and frameworks referenced are from the UK, the practical strategies and steps are equally applicable in the US. This is a timely and must have resource for district leaders, principals, and those aspiring to these roles.'Dr Clayton M. Wilcox, Vice President and Ambassador for Community Relations, the Compass Group, CEO and founder of Thoughts2Lead, and former superintendent.Table of Contents1. Introduction; Section 1. Mapping the Issues; 2. Knowing your numbers; 3. Having a clear plan; 4. Where to take action; Section 2. Leading for Wellbeing; 5. Being the change; 6. Becoming a competent leader; Section 3. Getting and Keeping a Happy Workforce; 7. Teacher retention and recruitment; 8. Making staff feel valued; 9. Managing workload; 10. Looking after your support staff; 11. Don’t forget the senior leadership team; Section 4. School Culture; 12. Culture, Cake and Yoga; 13. Wellbeing and your students; Section 5. Overseeing Change; 14. The role of governors and trustees; 15. Bringing the outside in; Section 6. Rethinking Education for Wellbeing; 16. Rewriting the book; 17. Getting physical; 18. The policy picture; 19. The digested read
£18.99
Taylor & Francis People Solutions for School Leaders
Book SynopsisFocusing on the many challenges faced by school leaders in different contexts including primary, secondary, rural and urban settings, this book helps you find practical solutions that work for your circumstances, align with your values and support your relationship with yourself and your people. It shows you how you can keep well, manage workload, accept differences, confront what is unacceptable, break through whatâs uncomfortable and awkward, collaborate and rediscover your joy in the profession.Based on over twenty years of lessons learned from coaching headteachers and school leaders, People Solutions for School Leaders builds on the foundations of respect, adaptability, a coaching approach, and embedding habits. It gives you what you need to know about leading people in this rapidly changing education system. Chapters feature: Themed coaching questions for yourself, your staff, and the people âaboveâ you. Activities for team meetings and training days with access to free resources and downloads. Headteachersâ shared experiences â in their own words. Ways to connect effectively with others, so people âget youâ and you âget themâ. Principles of emotional intelligence you can put into practice across your school community for stronger working relationships, successful teams, and community cohesion. Full of practical insights and actionable strategies, this is essential reading for school leaders across all phases, governors and trustees, and all those with a coaching or mentoring role in education.
£19.99
SAGE Publications Inc The Education We Need for a Future We Cant
Book SynopsisImprove Schools and Transform Education In order for educational systems to change, we must reevaluate deep-seated beliefs about learning, teaching, schooling, and race that perpetuate inequitable opportunities and outcomes. Hatch, Corson, and Gerth van den Berg challenge the narrative when it comes to the grammar of schooling--or the conventional structures, practices, and beliefs that define educational experiences for so many childrento cast a new vision of what school could be. The book addresses current systemic problems and solutions as it: Highlights global examples of successful school change Describes strategies that improve educational opportunities and performance Explores promising approaches in developing new learning opportunities Outlines conditions for supporting wide-scale educational improvement This provocative book approaches education reform by highlighting what works, while also demonstrating what can be accomplished if we redefine conventional schools. We can make the schools we have more efficient, more effective, and more equitable, all while creating powerful opportunities to support all aspects of students' development. You won't find a better book on system change in education thanthis one. We learn why schools don't change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. Above all,The Education We Needrenders complexity into clarity asthe writing is so clear and compelling. A powerful read on a topic of utmost importance. ~Michael Fullan, Professor Emeritus,OISE/Universtiy of Toronto I cannot recommend this book highly enough Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students. ~Carol Campbell, Associate Professor,Ontario Institute for Studies in Education, University of Toronto Trade ReviewFor decades Tom Hatch has been engaged in school reform as an observer, researcher, and participant—as well as the involved parent of three children. He has surveyed efforts across the United States and much of the world—notably Norway, Finland, and Singapore—sympathetically but not uncritically. In this magisterial work, he presents the lessons he has learned and offers sage advice to those who seek to improve our schools—anywhere, everywhere. -- Howard Gardner, Hobbs Research Professor of Cognition and EducationYou won’t find a better book on system change in education than The Education We Need for a Future We Can’t Predict. It addresses all the key issues and does so from the ground up. We learn why schools don’t change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. It has remarkable geographical range based on lived-in familiarity of the countries in question: the US, Finland, Singapore, South Africa, Norway, and more. Above all, The Education We Need renders complexity into clarity as the writing is so clear and compelling. A powerful read on a topic of utmost importance. -- Michael Fullan, Professor EmeritusIt is highly unusual and wonderfully refreshing to read a book so carefully pitched to our turbulent times as Tom Hatch’s The Education We Need for a Future We Can’t Predict. This magnum opus masterfully blends a moving personal memoir, trenchant social and political analysis, and an inspiring vision of a better world. This is must-reading for all serious educators and change leaders in the age of the coronavirus and beyond. -- Dennis Shirley, Duganne Faculty Fellow and ProfessorThe Education We Need for a Future We Can’t Predict is an absolute must read for everyone interested in effective and equitable educational changes. Drawing on Tom Hatch’s extensive expertise from research and direct involvement in educational improvement work, this book provides wise advice and practical actions ranging from micro-innovations for teaching, learning and equity in classrooms, to school improvement and reform, and large-scale change to transform education systems. I cannot recommend this book highly enough – Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students. -- Carol Campbell, Associate ProfessorTom Hatch has been ‘in the arena’ where policy, programs, people, and power converge to educate children. In his fantastic, informative new book, The Education We Need for a Future We Can’t Predict, Tom travelled the globe to study how individuals, classrooms, schools, school systems, and nations ‘try with despair and hope to change and transform educational opportunities.’ Whether you’re a parent, practitioner, or policymaker, this book is written for you to take action to improve schools and communities; and to create new educational possibilities. -- Pablo Muñoz, Superintendent of SchoolsThis educational odyssey is a fascinating story about why we need, now more than ever, to both improve our schools and transform education systems at the same time. In the era of global health crisis, political instability and economic uncertainty, Tom Hatch and colleagues bring us a much-needed message of optimism and hope: We can change schools for better and improve education systems if we really want to do so. This book is a must-read for those who want to think differently about the education and what it takes to have schools that our children need for a future we can’t predict. -- Pasi Sahlberg, Professor of Education PolicyTom Hatch has worked at the center of some of the landmark school reform initiatives of our times. He has inside knowledge of the promise and the disappointments of school reform. In this perceptive book, Hatch shares his well-informed vision of what can work in efforts to improve our schools. The book is a timely and valuable contribution to our literature on school improvement. -- William Damon, Professor of EducationVery few books on school reform contain so many ideas and insights into how to develop and improve education and educational systems for the future challenges. This book underlines in a very interesting and absorbing way the fact that we do not know about the future and we can’t predict it. We can, however, create a future together by offering a right to good teaching and learning in our systems. In this task, our education must focus on humanity, equity, democracy, sustainable way of life and at the same time to take into account the uniqueness of a person and the richness of multi cultures. -- Mikko Salonen, Educational Leadership Consultant, CoachThere are many reasons to feel discouraged about attempts to substantively transform public education these days. The grammar of schooling has proved remarkably hard to change, most reform efforts have failed to prepare our children for the messy world we’re passing on to them, and we’re now entering a world where disruptions to life and work will likely become part of our everyday realities. If you’re one of those unwilling to give up to hopelessness, or if you’re already on the verge of losing hope, you have to read this book by Tom Hatch. The Education We Need for a Future We Can’t Predict is at the same time thoughtful and pragmatic, American and global, micro- and macro. Tom provides a thoughtful analysis of why it is so hard to change schools and what it takes to make meaningful change stick in classrooms and across entire education systems. Tom’s book is a good reminder that our way out of this mess and towards a brighter future is to be found in our human agency, understood as our capacity to exercise choice in the face of uncertainty. And it shows, through example, how and why it is so important - even urgent - for the United States to look beyond its borders to learn from the amazing educational transformation work going on abroad, all the way from Europe to Africa, from South-East Asia to Latin America. -- Santiago Rincon Gallardo, Education ConsultantEducation is plagued by an absent of knowledge on the intricacies related to "making change happen" in education focused governmental and non-governmental organizations. Tom Hatch provides numerous examples of change efforts in the United States and in numerous countries that dot the globe. Global and local change approaches are described in ways that are helpful to leaders struggling to design strategies to inform strategic and tactical approaches that are evidenced based and relevant to common struggles organizations face in diverse geographic, demographic and political contexts. The lessons learned draw upon research and practical knowledge derived from the vantage point of a highly skilled researcher and his family’s real-life journey in educational systems in Norway, Sweden, and the United States. The various conceptualizations of change strategies included in this book provide a much-needed resource for practitioners, reformers and policy makers to consider in planning and implementing change in complex times in a variety of educational settings across the globe. Tom’s personalization of research offers excellent case studies offer a variety of ways to think about making change happen. Readers are certain to identify with a rich array of relevant research and practice whether planning change for an education oriented non-profit, schools, districts, or state and national change projects. -- Larry Leverett, Retired Executive DirectorHatch has written a deeply personal and reflective book that weaves decades of personal and global research evidence with his own personal experience as a student, parent and scholar in different countries. As a result, The Education We Need provides a unique, timely and compelling argument for how lives within schools and education systems are inextricably linked to local and national context. This book will be essential reading for my students! -- Karen Edge, Reader in Educational LeadershipA well written and well-argued book, bringing in the value of small scale changes in improving whole educational systems across the developed and developing world. It is healthily critical, reflective and humble while seeking to be constructive and ultimately optimistic, too. The book shows that educational transformation without social transformation is extremely unlikely on any significant scale, but that substantial improvement of what already exists is feasible, desirable and, of itself, can make significant contributions to equity. -- Andy Hargreaves * Research Professor, Boston College, Director of CHENINE (Change, Engagement & Innovation in Education), University of Ottawa, President & Co-Founder, ARC Education *Table of ContentsList of Figures List of Programs Preface An Education in Schools An Education in School Reform Why This Book? Acknowledgments About the Authors Introduction School Improvement in (Norwegian) Perspective Improving Schools and Transforming Education Design and Organization PART 1: WHY SHOULD SCHOOLS CHANGE? Chapter 1: Increasing Access and Quality What Has Improved in Schooling in the Developing World? What Has Improved in Established Educational Systems? Improvement Is Not Enough The Bottom Line Chapter 2: Establishing Equitable Learning Opportunities Equity, Opportunity, and Education The Vicious Cycle: Economic Inequality + Inequality of Educational Opportunity Separate and Unequal How Inequality Adds Up The Bottom Line Chapter 3: Learning With Purpose What Are Schools For? The Power of Unanticipated Learning The Education We Need for a Future We Can’t Predict The Bottom Line Key Ideas From Part 1 PART 2: WHY DON’T SCHOOLS CHANGE? Chapter 4: The “Grammar of Schooling” Always Pushes Back The Possibilities of Incremental Improvement The Challenges of Radical Change What It Really Takes to Improve Chapter 5: Beliefs Endure, but Times Change “Real School” and “Real Learning” Real Differences in Values Turbulent Conditions Improving in “Niches” Key Ideas From Part 2 PART 3: HOW CAN SCHOOLS IMPROVE? Chapter 6: From Common Concerns to High-Leverage Problems Identifying Common Needs and Concerns From Common Concerns to High-Leverage Problems High-Leverage Problems and Foundational Skills From High-Leverage Problems to Systemic Improvement Looking for Leverage: Finding Productive Problems Chapter 7: Solving Problems and Developing Micro-Innovations Micro-Innovations for Teaching and Learning Expanding the Power of Educators Micro-Innovations Across the System Micro-Innovations Beyond the Classroom An Abundance of Needs and Possibilities Key Ideas From Part 3 PART 4: HOW CAN EDUCATION CHANGE? Chapter 8: The Conditions for Learning Plugging Into Schools Finding the Right Fit Scaling Into School Systems Chapter 9: From Possibilities to Practice Building the Infrastructure for New Forms of Learning Evolution and Expansion of the Infrastructure for Learning Spandrels: Planning for Unpredictable Opportunities Creating the Conditions for Improvement Key Ideas From Part 4 PART 5: WHAT DOES IT TAKE TO CHANGE SCHOOL SYSTEMS? Chapter 10: Capacity-Building Investing in Expertise and Materials Relationships and Social Networks From “Best Practice” to Comprehensive Support Chapter 11: Coherence and Common Understanding What Does Curriculum “Renewal” in Finland Really Entail? Coherence Inside and Outside Schools in Singapore Beyond Alignment Chapter 12: Collective Responsibility Trust in Society Accountability, Answerability, and Responsibility Building the Capacity for Collective Responsibility Improvement in a Norwegian Context The Mechanisms That Can Support Education Into the Future Key Ideas From Part 5 PART 6: CONCLUSION/REPRISE Chapter 13: From Improvements to Movements Pursue a Series of High-Leverage Problems Develop New Approaches to Critical Challenges Take Small Steps to Make Big Changes Key Ideas for Creating the Education We Need Condense Schooling and Increase Learning Chapter 14: The Problems and Possibilities for Improvement in Every System Improvement in Context Steering Toward the Future Between Nudges and Disruption High-Leverage Leadership References Index
£25.64
SAGE Publications Inc Evocative Coaching
Book SynopsisCultivate emotional intelligence and eliminate barriers to coaching success Challenging times demand we change how we teach, and research shows that coaching is the best way to bring about robust change in instructional practice. The second edition of Evocative Coaching helps skillful coaches develop trust and unearth the values and fears that both motivate and block teachers from achieving all that they hope. Using the LEAD (listen, emphasize, appreciate, and design) process, Evocative Coaches take a partnership role, ask questions, and co-create designs. This person-centered, no-fault, strengths-based model is grounded in adult learning theory and positive psychology and emphasizes the emotional intelligence needed to establish trust. The hands-on guide for coaching practitioners works with other coaching models and is grounded in extensive research includes real-life vignettes and sTrade Review"Evocative Coaching is a refreshing approach that will get many coaches excited. It dials down to the basic building block of the coaching process that sometimes gets forgotten - the construction of a trusting relationship between the coach and their learning partner. It fosters positivity, amplifies current strengths, and focuses on human connection with a learning partner/coachee, which is a change from the data-crunching, nuts-and-bolts setup of some coaching styles.This is an approach that will help instructional coaches to re-focus and work on their interpersonal skills and the methods they use within their coaching sessions." -- Mike Melie"In Evocative Coaching, the authors model how a coach can stay completely respectful of a teacher while also continuing to find ways to support a teacher in experimenting with and implementing stronger practices. Using the LEAD Model, along with helpful sample coaching conversations and real-life vignettes, authors have created a logical and intuitive resource." . -- Kendra Hanzlik"This book is a must read. It is a must read because it shares wisdom and big heart of the authors. Throughout the book they echo the sentiments of Emerson.. "to find the beauty in others; to leave the world a bit better whether by a healthy child, a garden patch, or a redeemed social condition." -- Jim Thompson"Evocative Coaching presents the next level of coaching and speaks more to how to get a teacher to find the answers within themselves and provide the space for a teacher to explore while taking risks within their instructional practices." -- Frank ChikiTable of ContentsPreface Acknowledgments About the Authors Chapter 1: Introduction to Evocative Coaching The Dynamic Dance of Evocative Coaching: LEAD The Five Concerns of Coaching The Power of Evocative Coaching Coaching from a Variety of Roles Key Points in This Chapter Questions for Reflection and Discussion Chapter 2: Coaching Presence Lessons from a Horse Whisperer Fostering Trust and Rapport Holding the Coaching Space Conveying Coaching Presence Creative Energy Check-In The First Coaching Session Key Points in This Chapter Questions for Reflection and Discussion Loop 1: The No-Fault Turn Chapter 3: Listen for Stories The Power of Story Evoking Teacher Stories Attentive Listening Imaginative Story Listening Key Points in This Chapter Questions for Reflection and Discussion Chapter 4: Empathize for Connection Understanding Empathy Leading with Heart The Language of Compassion The Golden Sigh Key Points in This Chapter Questions for Reflection and Discussion Loop 2: The Strengths-Building Turn The Learning Brief Chapter 5: Appreciate Strengths The Principles of Appreciative Inquiry SOAR—Illuminating the Best of What Is and What Might Be Key Points in This Chapter Questions for Reflection and Discussion Chapter 6: Design-Thinking Designing SMARTER Experiments Choreographing the Coaching Dance Key Points in This Chapter Questions for Reflection and Discussion Chapter 7: The Dynamic Flow of Change Getting into Flow Managing Clouds, Wind, and Thunder Rolling with Resistance Honoring Ambivalence Exploring Culture Change Getting out of the Way Key Points in This Chapter Questions for Reflection and Discussion Chapter 8: The Reflective Coach Hearing Our Own Story Self-Empathy Inquiring Into Our Own Professional Practice Design Our Own Smarter Experiments Professional Coaching Code of Ethics Conclusion Key Points in This Chapter Questions for Reflection and Discussion Appendix: Evocative Coaching Principles, Questions, and Reflections References Index
£30.39
SAGE Publications Inc How Leadership Works
Book SynopsisTrade ReviewYou feel exhausted hearing all the roles of a leader: aspirers of high expectations and great ambitions, builders of collectives of learners and professional development, social influences among leaders and teachers, leaders of teaching and learning, those who apply principles of improvement, amplifiers of effective instruction, architects of productive and inviting climates, beacons of trust, supporters of clarity about purpose and instruction, chief engagement officers of teacher and student learners, evaluators of impact, accountability officers, leaders of improvement, implementation scientists, and great managers. The alternative is a school of independent contractors, where great teaching and leadership is by chance. How Leadership Works makes a convincing case about how to bring all these roles to fruition and how to have time left over to enjoy the success of all in the school (as well as your own successes). -- John Hattie * University of Melbourne *To enhance your skills as a teacher of teachers, How Leadership Works: A Playbook for Instructional Leaders invites you to be an engaged learner. If you are looking for a nightstand book to passively peruse before sleep, this is not the book for you. If you are ready to roll up your sleeves and invest in some serious reflection about your own leadership practices around a powerful set of ideas, then dig in! This book is organized around a set of modules that include learning intentions and success criteria, vignettes, research-based practices, and space for reflection on what you will keep, stop, or start doing with what you have learned. It includes a variety of learning tools that will not only support you in your learning but will become a valuable set of tools for you to use as you support the thinking and learning of the teachers you lead. In the end, the thinking and learning of your students will be blossom and grow. -- Megan Tschannen-Moran * Professor of Educational Leadership, William & Mary School of Education *This publication is very timely. . . . As I read the book, I was able to visualize how I would use it to provide professional development for my leadership team. . . . The book called many of my actions into question, which has already reshaped my thinking as a leader. I would recommend this publication to school and district leaders. -- Audrey White Gardner * Elementary Principal, Richland School District One *I found tremendous value in the suggested exercises throughout. They felt relevant to help me work through a leadership challenge, and determine the next right step, without taking an overwhelming amount of effort or time. The exercises would be beneficial for both novice and veteran leaders. This playbook helps leaders break down complicated scenarios into manageable next steps. -- Jennifer Douglas * Principal, Voris CLC, Akron Public Schools *Table of ContentsAcknowledgments Introduction Module 1: Mindframes for Leaders The Work Ahead - Part 1: Leading Teachers Module 2: Demonstrate Instructional Leadership Module 3: Support Teacher Clarity and Promote Student Engagement Module 4: Investigate the Impact of Teaching The Work Ahead - Part 2: Leading Learning Module 5: Build a Learning-focused School Climate Module 6: Empower Professional Learning Communities Module 7: Ensure Growth-oriented Feedback The Work Ahead - Part 3: Leading Change Module 8: Manage and Lead Change Module 9: Engage in De-Implementation Module 10: Utilize Implementation Science The Work Ahead References
£29.44
Verso Books Strike for America: Chicago Teachers Against
Book SynopsisThe Chicago Teachers Union strike was the most important domestic labor struggle so far this century-and perhaps for the last forty years-and the strongest challenge to the conservative agenda for restructuring education, which advocates for more charter schools and tying teacher salaries to standardized testing, among other changes.The teachers took on the bipartisan, free market school reform agenda that is currently exacerbating inequality in education and waging war on teachers' livelihoods. In the age of austerity, when the public sector is under attack, Chicago teachers fought back-and won. The strike was years in the making. Chicago teachers spent a long time building a grassroots movement to educate and organize the entire union membership. They stood up against hostile mayors, billionaire-backed reformers out to destroy unions, and even their own intransigent union leadership, to take militant action. The Chicago protest has become a model for how reforms to the school system can be led by teachers and communities. It offers inspiration for workers looking to create democratic, fighting unions. Strike for America is the story of this movement and how it triumphed in the defining struggle for workers today.Trade ReviewIn this pithy and accessible book the author provides a passionate, well-researched and highly engaging account of the 2012 Chicago teachers strike. -- Peter Brogan * Labour/Le Travail *
£12.99
Emerald Publishing Organizational Imaginaries
Book SynopsisThis volume explores an expansive array of organizational imaginaries, or conceptions of organizational possibilities, with a focus on collectivist-democratic organizations, to showcase how organizations can ultimately support and serve broader communities.
£29.99
Taylor & Francis Ltd Working Towards Inclusive Education: Social
Book SynopsisThis book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.Table of ContentsChapter 1 From Exclusion To Inclusion; Chapter 2 Global Dimensions; Chapter 3 Early Years; Chapter 4 Social Exclusion; Chapter 5 Can Schools Prevent Learning Difficulties?; Chapter 6 Towards Inclusive Policies; Chapter 7 Curriculum and Assessment; Chapter 8 Towards Inclusive Practice; Chapter 9 Preparing all Teachers to Teach all Pupils; Chapter 10 Parents and Teachers; Chapter 11 Into the Future: Tensions and Dilemmas AbbreviationsReferencesIndex;
£35.14
Taylor & Francis Ltd Talkabout Sex and Relationships 2: A Sex
Book SynopsisTalkabout Sex & Relationships 2 is a comprehensive toolkit for all therapists, educators and support staff who deliver sex education to people with special needs. It is intended primarily to support groupwork but activities can be easily adapted to suit the needs of individuals with varying abilities.The resource emphasises the importance of being well informed in regards to the physical, interpersonal and emotional aspects of sex; including body awareness, consent, sexual health and guidelines for a healthy sexual relationship. It is packed with practical activities which are designed to open up discussion around sensitive issues in a fun, informative and non-judgemental way. Each activity comes with guidance for practitioners on how to prepare for and delivery the sessions. Features include: guidelines to assess the suitability of students for the programme visually appealing and engaging activities with full colour illustrations photocopiable activities which can also be downloaded for free on the accompanying website template letters for parental permission in delivering the sessions This toolkit is the second in a two volume set, the first of which focuses on relationships. Created by Alex Kelly and Emily Dennis as part of the bestselling Talkabout series, this publication constitutes the most complete and trustworthy set of resources available for groupwork focussing on sex and relationships for people with special needs. Table of ContentsIntroduction Assessment Topic 1: Working together Topic 2: Body Awareness Topic 3: Let’s talk about sex Topic 4: Sex rules Topic 5: Sex aware Forms References Index
£42.74
New World Lib The Complete Guide to College Transfer
Book SynopsisA much-needed guide that makes the complex process of transferring colleges feel manageable, from an author with decades of experience in education and a passionate interest in helping students realize their dreams The Complete Guide to College Transfer is a practical how-to for current and former college students who are considering transferring to a different college. Even though over a million students embark on the journey of transferring colleges every year, and over 40 million Americans have some college credits but no degree, few resources exist to guide them through the complex process of transferring institutions. Transfer specialist Jaime Smith fills the gap in support with this well-researched companion to help readers: ? find their perfect-fit transfer-affirming college with supportive services ? navigate the transfer and financial aid application processes ? maximize transfer credits, including nontraditional sources like AP, IB, and CLEP coursework, which can add up to a full semester or more ? happily adjust to life after transfer, including working with an adviser, self-advocating effectively, and discovering community Transfer students and the family members and professionals who support them understand that they deserve the same level of care and guidance that college-bound high school seniors receive. This book demystifies bureaucratic processes and offers a helping hand during a momentous time, instilling in future graduates the confidence that they can accomplish their goals.
£16.12
Bloomsbury Publishing (UK) Transforming Higher Education
a huge range and FREE tracked UK delivery on ALL orders.
£33.24
Crown House Publishing Activate: A professional learning resource to
Book SynopsisCreated by James Mannion, Louise Stoll, Karen Spence-Thomas and Greg Ross,Activateis a card-based professional learning resource that aims to improve pupils' experiences and outcomes by promoting self-regulated learning among leaders, teachers and pupils.Trade ReviewThis resource is a major step towards a psychologically literate education: one that understands what goes on in learners' minds, what personal beliefs and classroom practices get in the way of their learning, and what smart mind hacks can unleash and augment their learning power. These teaching methods will turn out learners who get better results, but, more than that, they will be better prepared for a long learning life. Exceptionally clearly written and presented, based in robust cognitive science, Activate is really, really, really, really useful and practical. Use the materials, follow what it says on the tin, and a 21st century school worthy of the name can be yours for the asking.Guy ClaxtonWhat a wonderful and timely resource this is! Around the world, there is growing interest in, and understanding of, the importance of agency in powering up our young people's learning. This unique resource makes such an important contribution to global efforts to educate young people in a way that not only enhances their agency at school but builds the capacity to participate successfully in a life of learning beyond school. The cards offer so many possibilities for rich, transformative conversations! This practical resource will help make the sometimes daunting concepts of self-regulation, metacognition and self-efficacy better understood by educators and equip them with some really effective strategies for engaging with students and colleagues alike. I can't wait to use Activate in my own work in schools.Kath MurdochHere's a resource which imaginative and committed school and college leaders will grab as a way of improving the quality of what goes on among teachers and pupils in classrooms, departments and more widely. After all, metacognition and self-regulated learning represent the El Dorado of educators - to be able to identify accurately for yourself where you need to improve and have sufficient control of your behaviour and environment to do it would be the ideal outcome for us all - and a huge benefit to a heathy society if it could be done at scale. This resource could help. Every school and college needs a copy, but they will also need leaders who commit to its thoughtful implementation. It's particularly suited to a multi-academy trust since they will have the resource to enable hands-on coaching, which will be the ideal way of making sure it isn't one of those many good ideas which founder for lack of commitment from leaders.Tim BrighouseHere's a resource which will help teachers think again about their own classroom practice. Cleverly structured, it guides teachers through consideration of how they could refine and transform their approach, in doing so solving some of those long-standing challenges and improving outcomes for pupils ... all in dialogue with colleagues. Brilliant professional learning in action!Mick WatersI love Activate! It combines powerful research with practical activities. This is a wonderful set of resources from which anyone facilitating professional learning can draw. The cards simplify, clarify and deepen understanding, building community and confidence in the process as they demystify self-regulation and metacognition.Bill LucasA modern education should cultivate learners who are able to learn on their own - in school and throughout their lives. Yet it's one thing to espouse the goal of self-directed learning and another to provide the means of achieving this goal. Activate does this by offering a comprehensive approach to teaching and reinforcing the cognitive, metacognitive and dispositional skills needed for independent learning. While its recommended practices are grounded in research, Activate brings theory to life through a comprehensive set of practical tools in the form of strategy cards that serve both teachers and learners. I recommend this resource to educators and parents who seek to develop self-directed learners.Jay McTighe
£35.69
Bloomsbury Publishing PLC The Emotionally Intelligent Teacher
Book Synopsis''A riveting read'' - Mary Myatt, Education writer, speaker and curator of Myatt & Co''An honest and courageous treatment of an important facet of human interaction'' - Dr Jill Berry, Education writer and consultant Have you ever felt like workplace politics were distracting you from doing your job? Ever been lost for words in a difficult conversation with a colleague? The Emotionally Intelligent Teacher is a unique guide to managing your emotions in order to enhance teaching, boost wellbeing and combat power struggles in schools.Using scientific research and real-life examples, Niomi Clyde Roberts demonstrates how empathy and clear communication can make every teacher and leader feel motivated, fulfilled and respected. From knowing when to say no and responding to negativity, to working effectively as a team and letting every member know they're valued, Niomi believes emotional intelligence in education is the key to enhanced productivity and superb Trade ReviewThe Emotionally Intelligent Teacher is a riveting read. Niomi explores the range of situations in which emotional intelligence comes into play. A very helpful addition to the literature on school culture. -- Mary Myatt * Education writer, speaker and curator of Myatt & Co, @MaryMyatt *Niomi speaks with passion and purpose about the power of emotional intelligence, and how important it is in education to deal in a compassionate and supportive way with all those with whom we come into contact. This is an honest and courageous treatment of an important facet of human interaction. -- Dr Jill Berry * Education writer, consultant and former headteacher, @jillberry102 *Niomi Clyde-Roberts' book is for everyone in a school setting, whether teacher or leader, as we seek to build strong, empathetic and authentic teams to take our schools forward in an era of great challenge. -- Andrew Cowley * Mental health and wellbeing coach, speaker and author of “The Wellbeing Toolkit” and “The Wellbeing Curriculum” *The Emotionally Intelligent Teacher will guide you through your first few days, weeks, and months at work and will help you navigate a way through the complexities of what it's like to work within a school. -- Andrew Morrish * Makana Leadership *This is a useful book for educators who may want to explore, develop and improve their emotional intelligence skills. Further, the book offers a good starting point to ensure that the skills developed can be used within a school community. -- @digicoled * UKEdChat *This book is certainly not a one stop read, I see it being used in CPDL for discussion based segments and will be a text I can see myself using within school to give padding to those coaching sessions we find ourselves in as leaders. It is also a well written text which gives context to what it means to be "Emotionally Intelligent" -- Nick * Nick's Reading *I don't think I've ever read a book in a day before, but I've just consumed @TeachingAHT's 'The Emotionally Intelligent Teacher' in an afternoon. So much to reflect on and I need to do a lot of work on myself! Thank you to Niomi and all the contributors. -- Jess, Trust Lead for PSHE/RSE * @MissCatcnatch *Reading The Emotionally Intelligent Teacher immediately afterwards, you cannot help thinking that this volume could have changed their world. It is immensely refreshing to read the work of a writer new to the world of educational publishing. -- Dennis Richards * Church Times *This is a fantastic book for school leaders who want to learn more about emotional intelligence and how to improve it. Furthermore, the book provides an excellent beginning point for ensuring that the skills learned may be used in a school setting. -- Jonathan Coy * @HeadTeacherChat *
£17.99
Simon & Schuster Ltd The Leader in Me
Book SynopsisChange your child''s future starting today: Learn how to use Stephen R. Covey''s proven 7 Habits to create a leadership program for kids of all ages so they can be more effective, more goal oriented, and more successful. In today''s world, we are inundated with information about who to be, what to do, and how to live. But what if there was a way to learn not just what to think about, but how to think? A program that taught how to manage priorities, focus on goals, and be a positive influence? The Leader in Me is that program. In this bestseller, Stephen R. Covey took the 7 Habits that have already changed the lives of millions of readers and showed how even young children can use them as they develop. These habits-be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw-are being adapted by schools around the country in leadership programs, most famously at the A.B Combs Elementary school in Raleigh. Not only does it work, but it works better than anyone could have imaged. This book is full of examples of how the students blossom under the program: the classroom that decided to form a support group for one of their classmates who had behavioural problems; the fourth grader who found a way to overcome his fear of public speaking and wound up taking his class to see him compete in a national story telling competitive, or the seven-year-old who told her father than they needed to go outside and play because they both needed to ''sharpen the saw''. Perfect for individuals and corporations alike, The Leader in Me shows how easy it is to incorporate these skills into daily life. It is atimely answer to many of the challenges facing today''s young people,businesses, parents, and educators-one that is perfectly matched tothe growing demands of our certain future.
£13.49
Mountcastle Company The Reading Lesson
Book SynopsisEven the best software cannot teach your child to read. You need books and the most important tool of all - the kitchen table - where you sit and do the lessons. This book gives you an easy to follow recipe for teaching your child to read.Trade Review"Five Star Excellent!... Simply spectacular! Extremely resourceful. Take my advice. This book works!" --Jennifer LB Lesse, A StoryBook Weaver's Book Reviews"I found it to be a very appealing program that would be especially beneficial to homeschoolers." --Terri Bittner, bellaonline.com"This sensible early reading system introduces young children to letter sounds and to simple words, sight words, and basic stories to read. Parents will appreciate the book's refreshingly straightforward approach and uncluttered format." -- Discovery Education"I've used a few different reading programs, and this is by far the easiest to use. If you want a simple, inexpensive reading program, then I'd encourage you to look at The Reading Lesson!" --Teisha Priest, Home Educating Family Assocation"Refreshingly straightforward approach and uncluttered format. Highly recommended." -- Library Journal
£22.75
SAGE Publications Inc Making Room for Impact
Book SynopsisDial back and make room for impactWith teacher and leader workloads and burnout at an all-time high, it's time forde-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance.InMaking Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you'll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effectiveand how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation workat school, in teaching teams, or at the system level It's time to get our lives backwithout harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we'll have more time for what truly matters.Trade Review"Written by an unbeatable team of authors on how to improve outcomes by decluttering, this book is surely of interest to school leaders and teachers everywhere." -- Michael Barber"Two ideas came me as I was reading this book. The first was that these are such good ideas, I wonder why it has taken so long for them to reach print. The second one is that any book that promises me a means of ‘getting off the hamster wheel’ has to be taken seriously, so much so that I wish this movement to de-implementation had been more fully developed when I was working full-time directing a large-scale education reform project in 50 secondary schools: a recipe for needing de-implementation if ever there was one. I would have benefitted from the processes identified in this book immensely." -- Russell Bishop ONZM"I don’t think I have ever read an educational book quite like this, simply because the focus is not on the latest new thing you should be trying, but a compelling argument on how to become more effective through doing less. By suggesting a range of powerful practical processes through which you can remove, reduce, re-engineer or replace what you do, this book really empowers the reader to be bold. But this is not about taking risks; it is a powerful, evidence-informed guide on how to stop doing what you have always done (much of which we think is mandated from on high when it’s not) if there are better alternatives. As Michael Bungay-Stanier reminds us in his excellent book ‘The Coaching Habit’, one of the key questions we need to ask ourselves is, "if you are saying yes to this, what are you saying no to?" I cannot think of a better companion to have at your side than this unique and well-argued book which has the potential to transform workload, enhance staff well-being, and improve student outcomes. I absolutely loved it!" -- Andy Buck"Hamilton, Hattie, and Wiliam provide a comprehensive guide that will assist busy educators in determining what to stop, start, and continue in their efforts to improve schools. Their model is grounded in research and provides a practical and efficient methodology for de-implementation that is long overdue and needed in education." -- Jenni Donohoo"Educational improvement efforts are plagued by remnants of previous efforts that were also designed to change outcomes. These fragments, or perhaps even entire initiatives, prevent the knowledge we have now from taking hold. Implementation fails because there are too many other things that are not working but haven’t been abandoned. It’s as if we’re at a buffet, with a full plate, and instead of removing some items, we ask for another plate and pile it on. We need to learn how to stop doing things that no longer work and this guide provides a toolkit for accomplishing just that. Before trying to implement a new program or initiative, take stock and figure out what needs to go. Then follow the process outlined in this book to successfully de-implement and remove the clutter so that the good ideas take hold." -- Douglas Fisher"There′s no end to the list of tasks teachers and schools could take on. So where can teachers find the space and time needed to make improvements, adopt better programmes, or simply go home earlier? This admirable book offers the clearest answer I′ve yet seen. The authors offer valuable guidance in why making room for impact matters, how we can pursue it, and precisely what steps we might choose to take. Even more importantly, they offer schools license to work towards doing less and doing differently—not just more and more. The examples of how this can be done, practical and provocative alike, are also helpful. If you′ve ever wished you had more time, or didn′t have to do something, read this book." -- Harry Fletcher-Wood"Making Room for Impact is a magnificent and unique book. It addresses a crucial almost completely neglected topic—how to get rid of or re-constitute things that no longer work! I am sure the reader has heard the lament that the old ‘grammar of school’ continues to plague all efforts of reform. What reformers have traditionally done is to criticize the old way, try to implement the new only to find that they have failed time and again. How about: systematically getting rid of the old as you pave the way for the new. This book furnishes a roadmap to do just that. With fantastic graphics— a transformer′s dream tool box— Making Room for Impact systematically guides us through nine ways to identify, unravel, and rid the organization of distractors as you mobilize the forces for new action. The reader learns to Discover, Decide, De-Implement, and Re-Decide, ending up with less work in total, and more powerful impact. This is a gem of a book for the action-oriented who want to affect both the small and big picture for the better." -- Michael Fullan"Skilled mountaineers know that to reach the summit, you carry only what you need. Carrying more diminishes your chances of success and threatens your survival. In this book, Arran, John, and Dylan provide the practical guidance that school leaders so desperately need to lighten their packs, improve their efficiency of impact, and succeed in reaching the summit of helping all students learn." -- Thomas R. Guskey"Kurt Vonnegut′s immortal ′Cat′s Cradle′ featured the Bokonist mantra ′busy, busy, busy.′ I′ve often thought the phrase works all too well as a description of schooling, where the mandatory and routine squeeze out the good. In Making Room for Impact, instead of giving school leaders yet another to-do list, the authors instead offer much-needed but far-too-rare guidance on how to focus in on what matters most and carefully de-implement the rest." -- Frederick M. Hess"Unbearable workloads are a chief reason given for the teacher shortage experienced in many countries. Often teachers are exhorted to ‘work smarter, not harder’, but they rarely receive advice about how to do this. This new book, from a team of highly regarded educators and researchers, is unique in that it provides guidance on both the ‘what’ and the ‘how’. It offers a process, based on principles, for removing, reducing, re-engineering, or replacing existing practices in order to concentrate on those practices likely to have most positive impact in terms of learning outcomes. The authors draw on extensive research from the fields of education, medicine, business, and across the English-speaking world. However, the book wears its learning lightly: It is very readable, has a strong sense of an audience of educators, and is structured in such a way that the key themes are reprised for practitioners who are likely to dip into different chapters as the need arises. It should be read by teachers, school leaders, and teacher educators, but also by policymakers who often promote innovations with insufficient attention to value or consequences." -- Mary James"De-implementation, or the science and art of removing, reducing, re-engineering, or replacing existing practices, is a novel concept in education, but a very important one in a world in which the limits in constantly adding more to the workload of teachers and leaders are ever more apparent. In Making Room for Impact, an international dream-team of education researchers, Hamilton, Hattie, and William, have written a practical and user-friendly guide to exactly how we can go about de-implementing in our schools so we can make room not just for a better work-life balance, but also for better results for our students." -- Daniel Muijs"This is a fascinating and compelling read from some of our most influential education specialists. The central purpose is to provide an evaluative framework for educators to use in determining areas of professional workload that take up considerable time without directly improving student outcomes. The process of de-implementing is explored in detail, advice about areas that might be contributing to workload are suggested, but ultimately, we are offered a powerful manual for change. The idea that more is better is challenged. The notion that much of what goes on in schools may be led by busy-ness or even ′fake work′ is set against a review process that privileges effectiveness and impact on learning. These arguments need to be rehearsed both within and beyond schools, optimizing teachers′ time and core skills to achieve the greatest benefit for our students. Persuasively, global data shows that some systems appear to be doing less whilst achieving more—a lesson for us all." -- Alison Peacock"In this profoundly important book, Hamilton, Hattie, and Wiliam reveal why so many well-intentioned educational reforms fail and, more importantly, what we can do about it. Before you start your next initiative, take the authors’ words to heart and de-implement first. With practical step-by-step advice, the process guides educators and leaders through the essential steps to declutter their agendas and focus on the essentials. The impressive evidence in these pages makes clear that the fragmentation associated with an abundance of initiatives is the enemy of learning. Yet it is astonishingly difficult to avoid the sunk cost fallacy—fearing that we cannot de-implement projects in which we have invested time, money, and political capital. No matter how promising the new initiative, it will fail unless you either buy a 36-hour day or follow the advice in this book." -- Douglas Reeves"One of the secrets of the highest-performing education systems is that they pursue fewer things at greater depth and avoid the mile-wide-inch deep implementation culture that often prevails elsewhere. But taking things away tends to be much harder in education than adding new things. Making Room for Impact shows it can be done and provides the research, tools, and guidance to make it happen." -- Andreas Schleicher"Making Room for Impact is a refreshingly original, timely, and beautifully crafted book. I′m certain the brilliantly conceived toolkit will energize educators around the world, empowering them to make the changes they need in order to take their schools forward by breaking the cycle of forever doing more and more and more. The de-implementation model combines a rigorous and systematic conceptual framework, intellectually satisfying in its clarity and logic, with a grounded pragmatism rooted in the wisdom you only gain by spending a lot of time around busy teachers and leaders in the manic world of education. Having personally experienced the struggles of running a complex school with an overloaded agenda, the ideas set out here resonate completely. It goes far beyond a simplistic ′less is more′ mantra, providing an extremely thorough, practical guide that will help countless educators to regain balance, and get back on track, focusing their energies on the things that make the most difference." -- Tom Sherrington"I cannot praise Making Room for Impact too highly. It took me 18 years as a headteacher to realize that the fewer things I asked colleagues to do, the better our school became. If you read this book—the follow up to Building to Impact—you won’t have to spend 18 years learning how and why to de-implement. The thing is, we can only use each hour of our lives once. That is why opportunity cost is the most important concept in the wider lives of people working in schools. In Making Room for Impact you’ll find a step-by-step guide to creating the time and space for developing high quality teaching and learning by stopping doing things that don’t have enough impact on our pupils’ academic progress. This book will show you how to stop headteachers writing school improvement plans with 15 priorities, how to stop deputy headteachers discussing meaningless progress data which everyone knows is meaningless, and how to stop teachers doing marking which has no impact upon learning. We need to focus more intently upon improving the quality of teaching and learning if we are going to improve the quality of provision for our pupils. This book shows you how. What’s more, if we could persuade our CEOs, governing bodies, Trust boards, local authorities, and policymakers to heed the advice so clearly articulated by Hamilton, Hattie and Wiliam, we may just re-establish teaching as a joyous profession where colleagues are able to meet the challenges of the job and avoid burnout, and by doing so solve the teacher-recruitment crisis. Making Room for Impact is THE book for our times—everyone interested in the future of our schools should read it!" -- John Tomsett"This book is brilliant. Every educator recognizes that we sometimes try something new and it doesn′t work out...and every educator recognizes that stopping is not always easy! This book takes you, step by step, through the process of identifying a target for de-implementation, choosing a strategy, and implementing it. This book will be invaluable for administrators!" -- Daniel T. Willingham"Schools are crowded with many unnecessary and fruitless policies and practices. School leaders, teachers, and students are all overworked with futile reforms and innovations, mandatory requirements, and unproductive tasks. Schools must do less! In Making Room for Impact, Arran Hamilton, John Hattie, and Dylan Wiliam make compelling arguments for doing less and provide excellent guidance for schools to do less. This is a great read for educators!" -- Yong ZhaoTable of ContentsForeword by Dr. Lyn Sharatt Part 1: The Big Picture Chapter 1: Why We Need to De-Implement (and Why it’s Hard) Chapter 2: Room for Impact: The Helicopter Overview Part 2: Discover Stage Chapter 3: Permit Chapter 4: Prospect Chapter 5: Postulate Part 3: Decide Stage Chapter 6: Propose Chapter 7: Prepare Chapter 8: Picture Part 4: De-Implement Stage Chapter 9: Proceed Part 5: Re-Decide Stage Chapter 10: aPpraise Chapter 11: Propel Conclusion
£30.39
Jessica Kingsley Publishers Using Restorative Circles in Schools: How to
Book SynopsisRestorative circles are an effective way of implementing restorative justice, through starting a conversation wider than just the victim and the offender. Proven to be an effective way of healing and building relationships, tackling bullying within schools and providing a sense of community, this book gives everything needed for a school to start implementing restorative circles.Accompanied by illustrations, interviews and case studies to show how to start using restorative circles, this practical guide is the perfect introduction for schools looking to improve their methods of conflict resolution.
£17.02
Penguin Books Ltd Hold Successful Meetings
Book SynopsisMeetings allow us to bring people together to inspire each other, solve problems and make a difference. Yet, we all spend too much time in dull, frustrating meetings where little is achieved and even less is followed up on afterwards. In Hold Successful Meetings, executive coach and former Google leader Caterina Kostoula will change all this. Her unique framework will:- Equip you to hold fewer, more purposeful meetings- Create a creative and inclusive environment- Leave participants inspired and ready to take actionWhether virtual or in-person, people will leave your meetings inspired by the value you created together and ready to make an impact.''I bought this for my whole team at Google!'' Reader review
£9.49
Taylor & Francis Ltd Closing the Writing Gap
Book SynopsisThis book explains seven critical steps to improve children''s writing. Though seemingly natural', writing proves devilishly difficult for far too many school pupils and closing this gap can have a lasting impact on their academic and life success.With the goal of giving every teacher the knowledge and skill to teach writing with confidence, it makes sense of the history and science' of writing, synthesising the debates and presenting a wealth of usable evidence about how children develop most efficiently as successful writers.It trains teachers to be an expert in how pupils learn to write, from the big picture of planning, editing and revising your writing, to the vital importance of grammar and spelling with accuracy. Highly practical strategies and easy-to use classroom activities are included to help teachers seize opportunities across the curriculum every school day to teach the critical writing process.Closing the Writing Gap will guide teachers aTrade Review""Our lives can be filled and fulfilled by writing," says Alex Quigley. In this important new book: "That story begins with our birth certificate and ends with our epitaph …". I can’t think of a text which better articulates the importance of writing, and then goes on to articulate how to put ambition into practice. It is a book of wise principles and practical implementation. In it, Quigley establishes himself even further as my go-to source of insights into the all-important subject of whole-school literacy."Geoff Barton, General Secretary, Association of School & College Leaders, and former English Teacher"This book provides an easy-to-read and entertaining synthesis of research on writing, beginning with a compelling overview of how writing developed. It has written text at its heart and offers readers a succinct insight into textual research and its practical application to the writing classroom. The book is a rich source of directions for further reading and examples of strategies for teaching writing which will support teachers to reflect on what happens in their writing classrooms and to make enabling changes."Professor Debra Myhill, Director of the Centre for Research in Writing, University of Exeter, UK "Alex Quigley has written another brilliant book for classroom teachers and school leaders. This book gets right to the heart of closing the writing gap; it is thought provoking for the reflective teacher whilst also offering helpful guidance and advice for every teacher. Alex is an exceptional writer himself, communicating his expertise and experiences with clarity and precision."Kate Jones, History teacher, education consultant, author, and blogger @KateJones_Teach "As this important and necessary book makes clear, many teachers struggle with the teaching of writing. Teachers recognise the huge significance of writing, but they find it difficult to translate their own writing expertise for the benefit of their students. In Closing the Writing Gap Alex Quigley provides evidence-informed, highly practical strategies to bridge this pedagogical chasm. Both erudite and accessible, it covers the vital ingredients of effective writing teaching – from the building blocks of the grammar to art of rhetoric and the pragmatics of the drafting and editing process. Closing the Writing Gap is an essential addition to the bookshelves of all teachers."Mark Roberts, English Teacher, and Author of ‘The Boy Question’"Closing the Writing Gap is the perfect antidote to the problems surrounding writing in the classroom today. Alex Quigley’s razor-sharp focus pinpoints the clear ways teachers can address and improve writing in the classroom. The book’s real strength, for me, is its practical approach to writing, offering strategies and methods that all teachers could, and should, use in the classroom. Alex walks you through the various aspects of writing and provides a brilliant insight how practitioners can support and improve writing in their classroom today. The book to read if you want to improve disciplinary literacy in a school."Chris Curtis, Head of English and author of ‘How to Teach English’ ""Our lives can be filled and fulfilled by writing," says Alex Quigley. In this important new book: "That story begins with our birth certificate and ends with our epitaph …". I can’t think of a text which better articulates the importance of writing, and then goes on to articulate how to put ambition into practice. It is a book of wise principles and practical implementation. In it, Quigley establishes himself even further as my go-to source of insights into the all-important subject of whole-school literacy."Geoff Barton, General Secretary, Association of School & College Leaders, and former English Teacher"This book provides an easy-to-read and entertaining synthesis of research on writing, beginning with a compelling overview of how writing developed. It has written text at its heart and offers readers a succinct insight into textual research and its practical application to the writing classroom. The book is a rich source of directions for further reading and examples of strategies for teaching writing which will support teachers to reflect on what happens in their writing classrooms and to make enabling changes."Professor Debra Myhill, Director of the Centre for Research in Writing, University of Exeter, UK "Alex Quigley has written another brilliant book for classroom teachers and school leaders. This book gets right to the heart of closing the writing gap; it is thought provoking for the reflective teacher whilst also offering helpful guidance and advice for every teacher. Alex is an exceptional writer himself, communicating his expertise and experiences with clarity and precision."Kate Jones, History teacher, education consultant, author, and blogger @KateJones_Teach "As this important and necessary book makes clear, many teachers struggle with the teaching of writing. Teachers recognise the huge significance of writing, but they find it difficult to translate their own writing expertise for the benefit of their students. In Closing the Writing Gap Alex Quigley provides evidence-informed, highly practical strategies to bridge this pedagogical chasm. Both erudite and accessible, it covers the vital ingredients of effective writing teaching – from the building blocks of the grammar to art of rhetoric and the pragmatics of the drafting and editing process. Closing the Writing Gap is an essential addition to the bookshelves of all teachers."Mark Roberts, English Teacher, and Author of ‘The Boy Question’"Closing the Writing Gap is the perfect antidote to the problems surrounding writing in the classroom today. Alex Quigley’s razor-sharp focus pinpoints the clear ways teachers can address and improve writing in the classroom. The book’s real strength, for me, is its practical approach to writing, offering strategies and methods that all teachers could, and should, use in the classroom. Alex walks you through the various aspects of writing and provides a brilliant insight how practitioners can support and improve writing in their classroom today. The book to read if you want to improve disciplinary literacy in a school."Chris Curtis, Head of English and author of ‘How to Teach English’ "Closing the Writing Gap is a clarion call to take the three Rs seriously... I hope the revolution it has started in my classroom is repeated everywhere."Robbie Burns, Schools Week"In Closing the Writing Gap, Alex Quigley weaves the history of writing and writing instruction with evidence-based practices and concrete examples that address key components of school-based writing... As you read this book, you feel as if Quigley is speaking directly to you, posing important questions, providing answers, and giving you explicit examples to support your understanding of each writing component."Lori Czop Assaf, Teachers College RecordTable of ContentsChapter 1. Introduction Chapter 2. The history of writing Chapter 3. The not-so-simple science of writing Chapter 4. Grammar time Chapter 5. Crafting great sentences Chapter 6. Disciplinary writing Chapter 7. Practical strategies Chapter 8. Next steps Appendix Bibliography
£19.92
Taylor & Francis A School Leaders Guide to Leading Professional
Book SynopsisContinuing professional development can be a powerful force in any school improvement programme, leading to better student outcomes and making recruitment and staff retention easier. A School Leaderâs Guide to Leading Professional Development provides an effective and evidence-based approach to creating a culture of continuous learning in schools.Covering all aspects of CPD including teacher quality, what CPD looks like and how it should develop over time, creating an inspirational culture, CPD design, coaching, and much more, the chapters encourage readers to reflect on how they are currently using CPD and how this could be improved. Appendices provide templates and charts to use in the planning of CPD sessions, as well as questions to guide sessions and evaluations with participants on an individual and whole-school level.Based on the author's experience of implementing CPD programmes as a school leader, well-regarded trainer, and now the head of a leading int
£16.99
Taylor & Francis Ltd Boys Do Cry
Book SynopsisSchools are undergoing a mental health crisis and adult statistics surrounding male suicide paint a bleak picture of the future for boys in our schools. From bullying and sexism to traditional ideals of masculinity, outdated expectations of what it is to be male are causing boys to suffer. Research also shows that this is having a negative impact on girls in our schools. Clearly, the issue of boys' mental wellbeing has never been so important. Boys Do Cry examines key research on factors impacting boys' mental health and arms teachers with a range of practical strategies to start enacting positive change.Combining the latest research, personal anecdote, expert advice, and a uniquely engaging writing style, Matt Pinkett provides focused, evidence-based guidance on what those working in schools can do to improve and maintain the mental wellbeing of boys. The chapters follow an easy-to-navigate three-part structure, detailing personal stories, key research and pracTrade Review'Matt Pinkett tackles some deeply uncomfortable issues relating to boys’ mental health. It’s searingly honest, written from the heart and with a whopping intent to open up some of this tricky terrain. It is one thing to name that terrain, it is quite another to expand on it in a way that really makes you think, and then quite another to provide some sensitive yet punchy potential solutions. It’s a cliché to say that certain books should be read by everyone working in schools. In the case of Boys Do Cry, it’s absolutely true.'Mary Myatt, Education Advisor, Writer, and Speaker'For people who teach, this book reminds us why we do it. For people who don’t, it will give you a chance to look into boys’ lives and experiences and consider how we need to talk, support, and provide role models to give boys the happy and healthy adulthoods they deserve.'Dr Poppy Gibson, Senior Lecturer in Education at Anglia Ruskin University 'Boys Do Cry offers multiple windows into the experiences of boys and young men. It is a compelling argument that everyone benefits when we prioritise male mental health and wellbeing.'Sanum Jawaid Khan, Schools WeekTable of Contents1. Anger; 2. Exclusions; 3. Self-harm and Suicide; 4. Talk; 5. Friendships; 6. LGBTQ+ Masculinity; 7. Sport and Physical Activity; 8. Body Image; 9. Pornography; 10. The Final, Final Word
£19.92
Taylor & Francis Ltd Leadership and Management for Education Studies
Book SynopsisThis book introduces theories of educational leadership and management and provides examples of their translation into practice. Many students studying education no longer go directly into teaching, but instead follow a diverse range of careers associated with the education sector more widely: local authorities, think tanks, charities, school trusts, administrative, and managerial roles. This book highlights and explores these diverse pathways. For staff in schools who are currently on a National Professional Qualification (NPQ) this book gives an overview of differing leadership pathways, including senior leadership (NPQSL) and headship (NPQH), whilst also discussing the impact of system reforms (NPQEL).Topics covered include: strategies for leadership across primary, secondary, and higher education settings school leadership and management through the challenges of the pandemic and beyond equality and diversity and inclusive practice non-tTable of Contents Introducing educational leadership and management The intersection of system and distributed leadership Equality and diversity and inclusive practice: significance for organisations and individuals Resilience and vitality as necessary leadership traits Effective school management: Leadership capacity of the school principal Observations of classroom management and school leadership in the COVID-19 era Pedagogical leadership in early childhood education and care: What is it, why do we need it and how do you do it? The role of primary headteachers within school trusts: English landscape divergence in a post-pandemic world Crisis leadership in secondary schools: Its effects on school leaders’ long-term visions of education Leading a large and disparate school in higher education Leadership of international schools Leadership for flourishing schools: From research to practice A practical exploration of non-teaching leadership roles within the further education and skills sector (FES) Charitable education organisations in England: The case of teacher educators
£28.99
Taylor & Francis Ltd The Sustained Shared Thinking and Emotional
Book SynopsisThe SSTEW Scalehelps all those working with children aged two to sixto achieve their full potential and enjoy the benefits and pleasure of delivering high quality early education and care.The Quality Rating Scale (QRS) is a tool to uplift process quality in Early Childhood Education and Care andit is known to be predictive of child development. Using it to support quality improvement in a setting or class will result in enhancing children's learning and development.Designed to measure and promote practice that supports children and adults engaging insustained shared thinking (SST) and emotional well-being (EW), it facilitates the development of strong relationships, effective communication, self-regulation and concept development. It looks at the quality of interactions that occur between the adults and the children and between the children themselves. It also considers the responsiveness of the adults to the children and how they intentionally support children'Trade Review"As a thought leader in early childhood education and care, I have found the SSTEW scale, (part of the suite of resources known as the Curriculum, Leadership and Interaction Quality Rating Scales - CLIQRS) an essential tool to support quality improvement. I have used the scale with individual settings, across a large organisation to improve quality – Goodstart Early Learning, Australia, and also as part of a large English, Department of Education research project – The Study of Early Education and Development (SEED). At all levels the tool gives the teacher or researcher a clear overview of what is required to improve quality for children’s learning in a systematic and evidence-based approach. SSTEW is an uncomplicated resource which improves teacher’s understanding of sustained shared thinking whilst supporting children’s emotional well-being."Sue Robb, OBE, General Manager of Pedagogy and Practice, Goodstart Early Learning, AustraliaTable of Contents1. Introduction to the Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale 2. Subscale 1: Building trust, confidence and self-regulation 3. Subscale 2: Supporting and extending language and communication 4. Subscale 3: Supporting learning and critical thinking 5. Subscale 4: Planning and authentic assessment 6. SSTEW Scale score sheets 7. SSTEW Scale Profile 8. Joint Observation/inter-rater reliability for the SSTEW Scale
£18.99
Taylor & Francis Ltd The Balancing Act An EvidenceBased Approach to
Book SynopsisDominic Wyse and Charlotte Hacking present a ground-breaking account of teaching phonics, reading, and writing. Created from a landmark study, new research, new theory, and cutting-edge teacher professional development, this balanced approach to teaching seeks to improve all childrenâs learning, and therefore life chances.The book dismantles polarised debates about the teaching of phonics and analyses the latest scientific evidence of what really works. It shows, in vivid detail, how phonics, reading, and writing should be taught through the creativity of some of the best authors of books for children. By describing lessons inspired by âreal booksâ, it showcases why the new approach is more effective than narrow phonics approaches.The authors call for a paradigm shift in literacy education. The chapters show how and why education policies should be improved on the basis of unique analyses of research evidence from experimental trials and the new theory and model the Double Helix of Reading and Writing. It is a book of hope for the future in the context of powerful elites influencing narrow curricula, narrow pedagogy, and high stakes assessments.The Balancing Act will be of interest to anyone who is invested in young childrenâs development. It is essential reading for teachers, trainee teachers, lecturers, researchers, and policy makers world-wide who want to improve the teaching of reading and writing in the English language.
£18.99
Taylor & Francis Ltd Staying Well
Book SynopsisWritten to help children aged 7-12 whose friend is moving away, this set contains a children's activity book and a practical guide for the supporting adult.Being the stayer' (the one left behind) can be hard. Based on the latest wellbeing research, theStaying Wellset includes valuable strategies and fun activities to boost the child's wellbeing, helping them to stay well'. Top tips, example responses and the theory behind the activities will equip teachers, practitioners, and parents to respond effectively to common questions and support children as they manage this big change.The set includes:Staying Well Activity Bookis jam-packed full of strategies and creative activities to help the stayer,' reflect on how they feel, appreciate their friendship, and build a coping repertoire.Staying Well Facilitator's Guideoffers guidance notes and prompts to help bring out the best experience for the child and is designed to help the adult feel c
£37.51
Taylor & Francis 7 Dimensions of Highly Effective SENCOs
Book SynopsisThis accessible and empowering book helps SENCOs and their line managers to define what leadership of SEND means in practice and how SENCOs can continue to grow and develop in their role. Combatting the lack of clarity, identity and agency often associated with the position, the book defines career aspirations for future and practicing SENCOs. It examines the SEND leader trajectory from initial teacher training to advanced leadership using an evidence-based model and practical tools to measure strengths and further areas for development. The book is divided into two parts, first examining the SENCO role before focusing on seven âhabitsâ needed to maximise effectiveness.Chapters include: Original research broken down into an accessible and impactful guidance reference for use in schools. Spaces for reflection to help readers build a sense of identity, agency and power. Top tips to support recruitment and retention, as well as unpacking the
£22.99
Taylor & Francis Harmful Substances
a huge range and FREE tracked UK delivery on ALL orders.
£16.99
Taylor & Francis Beyond a Growth Mindset School
£18.99
Taylor & Francis Could Do Better
a huge range and FREE tracked UK delivery on ALL orders.
£18.99
SAGE Publications Inc The Drivers
Book SynopsisBe bold. Think big. Change Schools.Everyday we're problem solvingbut deep down we know the system is no longer working. Do we just keep trying harder, or do we dare to transform how we do school?In The Drivers: Transforming Learning for Students, Schools, and Systems, renowned authors Michael Fullan and Joanne Quinn build on their previous books and lay out a complete model for transforming teaching and learning. The goal: making sure students are actually prepared to live and thrive in the complex world around them. Learn to: Orient students, staff, and community around the four drivers: wellbeing and learning, social intelligence, equality investments, systemness Believe that young people can generate more l magic in the world if we enable them Take cues from five school communities who have successfully embarked on system change Lead, develop, and connect with others at different sTrade ReviewFullan and Quinn make the case for an educational paradigm that places humanity and its needs at the center. In clear and compelling language, they explain how we can move quickly from the schools we have to the ones our society needs. For those who recognize that education is critical to creating a more just and equitable future, this book will serve as a guide and source of inspiration. -- Pedro Noguera * Los Angeles, California *The Drivers is truly a book for the moment. Fullan and Quinn offer a set of interlocking design principles, brought to life by cases of school- and district-level transformation, which light a way toward a future where all can thrive. The book manages to be both clear-eyed and aspirational—a combination that will resonate with stakeholders at all levels of the system. -- Sarah Fine * San Diego, California *This book is an engaging must-read for all educators involved in systems change because it offers strategies centered on the humanity and well-being of stakeholders. It will help you rebuild a framework around systems change with meaningful insights from successful school communities around the world. -- Michele Broadnax * Los Angeles, California *Fullan and Quinn have braided together some of the most important, current, and cutting-edge research with a clear understanding of the challenges of moving theory to practice. This book offers powerful advice on shifts that must happen in our school system and society if we are ever to achieve the pluralistic, multiracial democracy we have promised to our children. -- Jeff Duncan-Andrade * San Francisco, California *A timely book that provides an innovative approach to education. Fullan and Quinn draw on extensive international and practical experience to comprehensively understand the drivers essential for fostering change in education. This is a must-read for educators, policy makers, and anyone interested in positively impacting education and the world. -- Leandro Folgar Ruétalo, * Uruguay *This is truly great work—an arresting and compelling guide to transforming our systems of education. It demands the exercise of our crucial role as stewards in service to and in cooperation with others. The Drivers reactivates the lifeblood of a human system of learning. -- Anthony Mackay * Washington, D.C. *Fullan and Quinn’s passionate and easy-to-read book is a call to action that will inspire and inform those seeking to transform our education system so that every learner has the deep learning required to survive and thrive in a complex world. This is what is needed to drive the necessary transformation of our schools. -- Sandra Milligan * Melbourne, Australia *Fullan and Quinn’s four interrelated drivers build an ecosystem that enables learners to live with themselves, live with people who are different from them, and live with the planet. This is the daring and ambitious agenda we need given the challenges humanity faces. -- Andreas Schleicher * France *Table of ContentsAcknowledgements About the Authors Prefrace Where to From Here? Driver 1: Well-Being and Learning Driver 2: Social and Machine Intelligence Driver 3: Equity-Equity Investments Driver 4: Systtemness: Everyone′s Agenda Deep-Learning: The Future Depends on It Epilogue: The Humanity Paradigm in Action References
£23.74
SAGE Publications Inc How Tutoring Works
Book SynopsisTable of ContentsIntroduction Chapter 1: Relationships Chapter 2: Confidence and Cognitive Challenges Chapter 3: Goals Chapter 4: Learning to Learn Chapter 5: Learning Content Chapter 6: Practice References
£26.59
John Wiley & Sons Inc Driven by Data 2.0
Book SynopsisThe bestselling guide for school leadersupdated in a new edition Data-driven instruction is the philosophy that schools should focus on two simple questions: how do you know if are students learning? And when they are not, what do you do about it? Driven by Data 2.0 is a practical guide that answers these questions to empower schools to achieve significant gains in student achievement. Rooted in a proven framework that has been implemented in thousands of schools, the book presents what makes schools successful along with tools to put the framework into place to make data work for your schools: Assessset the roadmap for learning Analyzeidentify why students struggle Actteach more effectively what students need Build the culturetrain and develop your staff so that data-driven instruction can thrive If you're a K 12 leader, coach, or teacher looking to implement data-driven instruction in your scTable of ContentsContents of the DVD ix DVD Additional Materials xiii About the Author xv Acknowledgments xvii Foreword xix Introduction 1 The Framework: What is This All About? 4 The Seven Mistakes that Matter 5 The Key Principles of Data-Driven Instruction 10 How to Use this Book 11 Conclusion 12 Part 1 The Roadmap to Results 15 1 Assessment: Set Your Landmarks (and Your Mile Markers) 17 Toward Meaningful Rigor: Creating the Roadmap 19 Assessment Myths Dispelled 35 Implementation: First Steps for Teachers and Leaders 44 2 Analysis: Where and Why We Left the Route 51 Foundations of Effective Analysis 54 Data Meetings, Part I: Locking in Deep Analysis 71 Implementation: First Steps for Teachers and Leaders 85 3 Action: Charting a Better Path 91 Action Plans: Aligning the “Why” to the “How” 93 Action in the Classroom: Effective Re-teaching 102 Data Meetings, Part II: Locking in Quality Action 120 Accountability: Follow Up on Action Plans 126 Implementation: First Steps for Teachers and Leaders 130 4 A Data-Driven Culture: Clearing the Road for Rigor 135 Conditions for Success 139 Implementation: First Steps for Teachers and Leaders 162 Part 2 Where the Rubber Hits the Road 167 5 Overcoming Obstacles: Answers to Frequently Asked Questions 169 DDI Implementation Rubric 169 What to Do When There’s a “2” 172 Frequently Asked Questions 185 6 Leading PD for Adults 195 Five Frequent Errors Associated with Adult PD 196 Follow the Data . . . and Just Do It 198 Live the Learning 202 Follow-Up 209 7 All PD Workshop Materials and Key Documents 213 How to Use the Rubrics and One-Pagers 213 How to Use the Workshop Materials 214 Preview: Data-Driven Instruction 215 Notes 221 Bibliography 227 Index 231
£24.80
Bloomsbury Publishing PLC Evaluating Early Years Practice in Your School
Book SynopsisEvaluating Early Years Practice in Your School focuses on raising Early Years practitioners'' confidence so that they worry less and achieve more. Linked to the teaching standards and the Ofsted framework, this invaluable guide looks at ways that teachers can evaluate their own EYFS practice to reduce unnecessary workload and allow for more ''hands-on'' teaching and learning.Should children in Reception classes attend school assemblies? Should young children be taught to write in nursery? Should practitioners'' plans be based on young children''s specific interests or should they look to meet the needs of individuals entering Early Years settings with speech and language delay or autism? Early Years specialist Ann Langston considers all of these questions and more to present simple solutions for teachers and leaders on what to plan, what assessments are needed and how to approach teaching and learning.With chapters on observation and assessment, continuous provision, outdoor lea
£14.99
Bloomsbury Publishing Plc Leveraging Todays Social Media
a huge range and FREE tracked UK delivery on ALL orders.
£23.74
SAGE Publications Inc Dive Into Deep Learning: Tools for Engagement
Book SynopsisThe leading experts in system change and learning, with their school-based partners around the world, have created this essential companion to their runaway best-seller, Deep Learning: Engage the World Change the World. This hands-on guide provides a roadmap for building capacity in teachers, schools, districts, and systems to design deep learning, measure progress, and assess conditions needed to activate and sustain innovation. Dive Into Deep Learning: Tools for Engagement is rich with resources educators need to construct and drive meaningful deep learning experiences in order to develop the kind of mindset and know-how that is crucial to becoming a problem-solving change agent in our global society. Designed in full color, this easy-to-use guide is loaded with tools, tips, protocols, and real-world examples. It includes: • A framework for deep learning that provides a pathway to develop the six global competencies needed to flourish in a complex world — character, citizenship, collaboration, communication, creativity, and critical thinking. • Learning progressions to help educators analyze student work and measure progress. • Learning design rubrics, templates and examples for incorporating the four elements of learning design: learning partnerships, pedagogical practices, learning environments, and leveraging digital. • Conditions rubrics, teacher self-assessment tools, and planning guides to help educators build, mobilize, and sustain deep learning in schools and districts. Learn about, improve, and expand your world of learning. Put the joy back into learning for students and adults alike. Dive into deep learning to create learning experiences that give purpose, unleash student potential, and transform not only learning, but life itself. Trade ReviewSlow down to go fast. Joanne Quinn and her colleagues take the guess work out of Deep Learning by showing how we can transform our schools into Deep Learning cultures steeped in rigor and joy. This is the rare book that concretely shows how to build classrooms and schools infused with Deep Learning. Chock-full with resources, tips, rubrics, and more, this book provides both a road map and a set of tools that will accelerate the work of educators around the world who are transforming our industrial-age structures into passion-filled deeper learning environments. -- Jal MehtaAt a time when many schools are searching for ways to ensure equity in academic and developmental outcomes, this book will be a helpful guide and an invaluable resource. Dive Into Deep Learning provides educators with practical insights that can be applied at the classroom, school, and district level, to assess the impact of strategies aimed at developing the higher-order thinking skills of students. Written in a clear, accessible manner, this book will be a helpful guide to educators who seek to ensure that they are meeting the needs of all of their students. -- Pedro NogueraDrawing on experiences, expertise, and evidence from a "living laboratory" consisting of educators from across the globe, Quinn and her colleagues paint a clear picture of how to construct Deep Learning in ways that impact all students. The examples shared throughout this book not only demonstrate the different ways in which Deep Learning can be realized, but they also provide evidence of impact in places where it’s actually occurring. This book is a must-read for teams who are collaborating in an effort to make significant improvements in educational settings. -- Jenni DonohooJoanne Quinn, Joanne McEachen, Michael Fullan, Mag Gardner, and Max Drummy have created a critical companion to Deep Learning: Engage the World Change the World. Having done a masterful job laying out the need for educators, schools, and districts to embrace and move to a continuous improving system that embraces deeper learning, the authors have now have taken the critical next step in the process. It’s one thing to document the need; the real trick is providing practical solutions. In this companion, Quinn and her colleagues have given educators a practical guide to implementing lasting change for improvement. This should be required reading (and implementing) in districts throughout the country. -- Rich MillerThe perennial question of school and system improvement is how do we do this work? We’re convinced of the why—yes, we want to make a profound difference in the learning lives of young people—and we know the what—a knowledge-rich curriculum that attends to the needs of diverse learners—but please explain how to do this work well. This is a page turner for leaders and teachers, laying out with clarity and precision how to create powerful learning environments for deeper learning. -- Bruce ArmstrongTable of ContentsSection One. Diving Into Deep Learning Chapter 01. GOOD AT LEARNING AND GOOD AT LIFE The Urgency What Is Deep Learning? Why Deep Learning Works Systems Change and the Way Forward Getting Started Chapter 02. HOW TO USE THIS GUIDE Getting Started Organization of the Guide Building Capacity for Deep Learning Section Two. A Framework for Deep Learning Chapter 03. THE DEEP LEARNING FRAMEWORK The Deep Learning Framework Final Thoughts Chapter 04. THE GLOBAL COMPETENCIES FOR DEEP LEARNING Defining the Competencies Unique Characteristics of the Global Competencies (6Cs) Global Competencies in Action Emerging Insights Getting Started Final Thoughts Chapter 05. THE FOUR ELEMENTS OF LEARNING DESIGN Learning Partnerships Learning Environments Leveraging Digital Pedagogical Practices Final Thoughts Chapter 06. THE COLLABORATIVE INQUIRY PROCESS What Is Collaborative Inquiry? Collaborative Inquiry in Learning Design Collaborative Assessment Collaborative Assessment of School and District Conditions Final Thoughts Section Three. Learning Progressions Chapter 07. USING LEARNING PROGRESSIONS Organization Designing Learning Assessing Learning Feedback Final Thoughts Section Four. Designing Deep Learning Chapter 08. DEEP LEARNING DESIGN Learning Design: The Key Components Backward Design The Learning Design Rubric Final Thoughts Section Five. Assessment Practices Chapter 09. COLLABORATIVE ASSESSMENT The Collaborative Assessment Process Establishing Norms Managing the Process Final Thoughts Section Six. Building Capacity for Deep Learning Chapter 10. TEACHER CAPACITY FOR DEEP LEARNING Reflective Practice Coaching for Success Final Thoughts Chapter 11. SCHOOL CAPACITY FOR DEEP LEARNING The School Conditions Rubric Getting Started With Deep Learning Planning for Deep Learning Final Thoughts Chapter 12. DISTRICT CAPACITY FOR DEEP LEARNING The District Conditions Rubric Developing a District Deep Learning Plan Leveraging the Power of School Visits Final Thoughts Epilogue: Act Now References Acknowledgments About the Authors
£31.34
O'Reilly Media Make: Three Modes of Making: Designing Purposeful
Book SynopsisThe Maker movement has been an excellent opportunity for people to become producers rather than just consumers, and schools are recognizing the value of offering students the tools, materials, and skills necessary to design sophisticated and meaningful projects. But teaching technical skills should not be the end goal: At its best, a Maker education teaches students to think and act in creative ways that can be applied to difficult challenges in all areas of life. Three Modes of Making provides a framework for Maker courses in upper grades that teach students creative-process skills through three key Maker modes: Imitation, Modification, and Innovation. Educators will learn the differences between the three Maker modes, their associated skill sets, and gain concrete methods to teach, document, and assess these skills. Through this approach, teachers will enable students to apply them to different creative needs. By focusing on how to teach skill development rather than merely how to build specific objects, Three Modes of Making enables students to improve and enhance their creative skills, and learn ways to apply them to a wide variety of challenges. This book is a road map to developing the creative problem solvers that the world needs for the future.
£14.39
LDA How to Enhance the Mental Health and Emotional
Book Synopsis
£9.49
Bloomsbury Publishing (UK) Contemporary Youth Activism
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£21.35
Johns Hopkins University Press Metrics That Matter
Book SynopsisColleges sell themselves by the numbersrankings, returns on investments, and top-ten listsbut these often mislead prospective students. What numbers should they really be paying attention to?High school and college students are inundated by indicators and rankings supposedly designed to help them decide where to go to college and what to study once they arrive. In Metrics That Matter, coauthors Zachary Bleemer, Mukul Kumar, Aashish Mehta, Chris Muellerleile, and Christopher Newfield take a critical look at these metrics and find that many of the most popular ones are confusing, misleading, andmost importantlyeasily replaceable by more helpful alternatives. Metrics That Matter explores popular metrics used by future and current college students, with chapters focusing on colleges' return on investment, university rankings, average student debt, average wages by college major, and more. Written for students, their families, and the counselors who advise them, each chapter explains a commTrade ReviewFor parents and high school students beginning their search of which college to apply to, and for incoming freshmen for this next academic year, Metrics That Matter is essential reading for knowing how to steer yourself through the university's bureaucracies to find success, no matter whether you attach a dollar figure to it or not.—Law & LibertyTable of ContentsAbstractIntroduction1. Return on Investment2. University Rankings3. Selectivity4. Tuition Sticker Prices5. Student Debt6. Average Wages by College Major7. Access to My Preferred MajorConclusion: Metrics and WasteAuthor's NoteBibliographyNotesIndex
£20.25
Harvard Educational Publishing Group Meeting Wise: Making the Most of Collaborative
Book SynopsisWhat’s the scarcest resource in schools? Almost any educator will answer, “Time.” The lack of time for colleagues to work together is one of the biggest barriers to improving teaching and learning. All too often, educators also say that the biggest waste of time ismeetings. People in schools attend dozens, if not hundreds, of meetings a year. How can that time be used wisely?This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning,attempts to bring about a fundamental shift in how educators think about the meetings they attend. The authors make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is an important key to increasing student achievement.In Meeting Wise, the authors show why planning meetings is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning “checklist” to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on “wise facilitating” and “wise participating,” and also include “top tips” and “common dilemmas.”Simple, succinct, and practical, Meeting Wise is designed to be read and applied at every level of the educational enterprise, from district leadership meetings and professional developmentsessions to teacher-team meetings and even teachers’ meetings with parents and students.Table of ContentsCONTENTS Acknowledgments ix Introduction 1 Overview of the Book 3 How to Use This Book 5SECTION I: THINKING DIFFERENTLY1 Why Focus on Meetings? 9 Time as a Resource 9 Meetings as Powerful Learning Spaces 122 The Meeting Wise Checklist 19 Purpose 21 Process 24 Preparation 32 Pacing 343 Using the Checklist 39 Complete Agenda OverhaulGreenville Fifth-Grade Team Meeting 40 Targeting Intentional CollaborationJackson County Central Office Leadership Team 48 Targeting Adult LearningSheldon Academy Faculty Retreat 54 Targeting OutcomesHigh School Parent/Teacher Conference 58 Targeting Problem Solving Over ComplianceStatewide Quarterly Superintendents’ Meeting 61 Targeting ConnectionsNational Anti-Bullying Network Virtual Meeting 64 The Meeting Wise Agenda Template 68SECTION II: WORKING DIFFERENTLY4 Setting Up for Success 73 Foudnational Setup Tasks 73 Recurring Setup Tasks 785 Wise Facilitation 85 Keeping to (and Deviating from) the Agenda 88 Supporting Full Engagement 99 Managing Conflict 108 Maintaining Awareness of the Role You Play 1166 Wise Participation 119 Keeping to (and Deviating from) the Agenda 121 Supporting Full Engagement 124 Managing Conflict 129 Maintaining Awareness of the Role You Play 1337 Becoming Meeting Wise 141 Finding an Entry Point 142 Words to the Wise 148SECTION III: RESOURCES Selected Readings 153 Selected Protocols 155 Protocols in Brief 161 Quick Reference Guide 165 Notes 173 About the Authors 175 Index 177
£25.46
