Educational administration and organization Books

Book SynopsisBased on the work of real leaders and educators in high-performing, urban schools across the country, this book unpacks five key practices that are integral to improving achievement and postsecondary outcomes for Latino students. These inspiring stories affirm that excellence and equity are possible when educators come together around an important purpose and focus on the needs, strengths, and interests of all their students. Full of specific examples and guidance, each chapter also includes an assessment tool designed to help school leaders reflect upon their current practices, affirm school strengths that resemble the exemplary practices described in the chapters, and help educators pinpoint opportunities to strengthen practices in ways that can improve the postsecondary readiness of their students. This important book will help leaders create a positive school culture, coherent school design, and develop the practices and policies that support Latino students in their performanceTrade Review"In this compelling new book, practical insights and suggestions for supporting the education of Latino students are offered and supported with evidence. For educators who are searching for strategies to improve the academic performance of Latino students, this book could not be more timely. We are living at a time when immigrant students generally, and Latino students specifically, are increasingly under attack and scrutiny. For this reason, this book will be an invaluable resource who seek to use education to make a difference."—Pedro A. Noguera, Distinguished Professor of Education, UCLA, USA"This book offers hope for school leaders who are truly dedicated to the education of ALL students. It offers specific strategies and examples from schools around the United States who are truly meeting the needs of Latino students and making good on the promise of equality."—Anthony Muhammad, Author and Educational Consultant, New Frontier 21, USATable of ContentsContentsMeet the AuthorsPrefaceFrom the Voices of Students, Parents, Support Staff, Teachers and AdministratorsAcknowledgmentsChapter 1: Introduction: The Education of Latino Youth in American High SchoolsChapter 2: Promoting Commitment and Shared ResponsibilityChapter 3: Promoting Student Centered ValuesChapter 4: Implementing High-Powered Curricula, Strategies and ProgramsChapter 5: Building CapacityChapter 6: Strengthening Teaching and Learning Through the Use of DataChapter 7: Conclusion: Developing Schools that Succeed with Latino Students

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Book SynopsisCase Studies on Safety, Bullying, and Social Media in Schools addresses the most topical issues facing school leaders todayincluding bullying, harassment, inappropriate use of social media, drug use, and school safety. Bridging theory and practice, each chapter includes a detailed case, artifacts for analysis, explanation of relevant case and federal law, and guiding questions for discussion. Adapted from real-world examples, the case studies in this timely resource serve as essential exercises for aspiring and practicing leaders to ensure student safety and success. This case book helps aspiring educational leaders prepare and respond to even the most difficult situations that occur on school campuses and in the school community.Trade Review"What a wonderful collection of resource material for school administrators. I would have loved to have had this book during the formative years of my administrative career. My compliments to the authors for their great work." - Doug Shouse, Lecturer and Program Coordinator of Educational Administration, University of North Texas at Dallas"The authors have produced a valuable resource for school administrators and teachers who are constantly dealing with tough problems in the school environment. By analyzing and discussing the case studies found in this book, educators can develop skills in identifying problems and finding solutions for keeping students safe. These case studies provide excellent ways to address bullying, school safety issues, and the misuse of social media."- Richard Fossey, Paul Burdin Endowed Professor of Education, University of Louisiana at Lafayette"In a time when safety, bullying, and cyberbullying are on the rise and in the daily news, this book is a gift to school educators and educators/counselors in training. The authors have written a book of case studies adapted from the sad realities that occur in our schools. Each case is a powerful example of what can and does occur in schools, intended for school employees and students. The book is extremely user friendly ... This is a great tool for educators and administrators as they work to create safe learning environments for students."- J. S. Hodes, West Chester UniversityTable of ContentsPrefaceChapter 1: I Am the Superintendent’s Wife!Chapter 2: The Teacher is a Sexual PredatorChapter 3: The Online Lies That Grew and GrewChapter 4: The Cheerleaders and the PrankChapter 5: Beer, Bad Judgment, and FacebookChapter 6: The Online Fine Arts AcademyChapter 7: Bullies and CyberbulliesChapter 8: The Dual Language Pre-K ProgramChapter 9: Mom is Too CoolChapter 10: The Search for RightsChapter 11: The Jealous ShooterChapter 12: Mini-Case Studies

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Book SynopsisTable of ContentsPreface Introduction Part I The Foundations of Educational Leadership CHAPTER ONE: Leadership Standards, Values and Practice CHAPTER TWO: Context and Perspective for Educational Leaders CHAPTER THREE: School Reform and Innovation CHAPTER FOUR: School District Organizational Structure and Leadership CHAPTER FIVE: Leadership Theory and Practice PBL: Marveling at the Results: Power, Roles, Relationships, and School Reform Part Two–Instructional Leadership and Student Learning CHAPTER SIX: Leading Learning in Schools CHAPTER SEVEN: Technology and Learning CHAPTER EIGHT: Diversity and Language Learning CHAPTER NINE: Curriculum Development and Assessment PBL: A Jalapeño in a Candy Jar: Addressing Diversity Part Three---Operational Support for Effective Teaching and Learning CHAPTER TEN:Student Support Services CHAPTER ELEVEN: Law and Policy CHAPTER TWELVE: Resource Allocation and Management PBL: Safe Havens: Developing School-Based Health Clinics APPENDIX A. Bridges & Hallinger - Problem-Based Learning in Educational Leadership B. Getz–Understanding Group ProcessC. PBL Project- Personalizing Learning Through Technology Integration: A Plan for Sheridan High School

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Book SynopsisA handbook to inform school premises staff, business managers, headteachers and governors in England of their legal responsibilities around buildings compliance. As well as exploring the impact of school buildings and grounds on student learning, The School Premises Handbook covers the working environment, fire safety, health and safety, statutory compliance duties, planning for maintenance, risk assessments, energy efficiency, environmental sustainability, and managing and developing a premises team. Jo Marchant, a highly experienced head of estates, introduces key legislation, further information sources, and an action checklist. New premises staff will find a wealth of information, from what to do on their first day in the role to planning the year-long cycle of maintenance activities. More experienced premises staff will also gain plenty of useful insights. School business managers will find advice on managing premises staff and developing their school estTrade ReviewUseful reference guide and insight to the profession. Whether you are just starting a career in premises management and need to know how to get started, or an experienced premises professional who wants to double-check and brush up on facts and process, this book will provide you with much information and many tips. * James Miller, Estates Director and founding coordinator of The Trust Network *I consider the book as a trusted, time-served, hands-on industry knowledge base and an invaluable bible for school premises management teams, large or small. This first-of-a-kind book should be considered an absolute must for those tasked with recruiting or managing premises staff. * Alan Wilson, Site Manager, Tunbridge Wells Grammar School for Boys *This is just the kind of text to put in the hand of both the new and experienced busy senior leader. It is practically focused and concise, with very systematic approaches to effective estates management. Highly recommended for the busy professional keen to know the details. * Daniel Wright, Headmaster, The London Oratory School *The School Premises Handbook is a book with a common-sense and straightforward approach to one of the most challenging areas of school operations. The book is a go-to resource for all school personnel, from the premises teams on the ground through to senior leaders, and especially valuable for guiding those in governance. * Lynne Fletcher, Schools Resource Management Advisor and National Leader of Governance *Estates management is a critical but often overlooked element of school and trust operations. This comprehensive handbook provides detailed guidance and advice on how to manage the complexities of buildings (new and old), infrastructure and grounds. Virtually no stone is left unturned. * Stephen Morales, Chief Executive, Institute of School Business Leadership *The School Premises Handbook is packed full of advice for school estate professionals and leaders looking to be better informed. Jo Marchant explains the complexities of legislation and regulation, providing useful guides, templates and case studies. Her thoughtful curation means the book can be read from start to finish or by selecting the chapter topics that are most relevant to your role. It is a practical, must-have guide. * Hayley Dunn, Business Leadership Specialist, Association of School and College Leaders *

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Book SynopsisIncludes CD-Rom'Rita Cheminais has once again written a practical resource to help educational settings deliver positive outcomes for all pupils...Settings should consider that working towards the achievement of these standards will complement their existing process of evaluation, review and development' - Special 'This book (and CD-Rom) focuses on practical approaches to achieving Every Child Matters Standards in a wide range of educational settings...[It] is likely to be particularly useful to educational management teams in schools and related settings, especially where they are embarking on the process of applying the standards or evaluating their efforts in achieving them' - Early Years Update `This very practical book is a must for anyone working towards achieving the Every Child Matters Standards. Local authorities, schools, early years settings, children's centres and post 16 providers will find this book invTrade Review′This very practical book is a must for anyone working towards achieving the Every Child Matters Standards. Local authorities, schools, early years settings, children′s centres and post 16 providers will find this book invaluable in supporting their goal to meeting the standards. It is easy to use and contains all the information needed at each step of the process. The CD will provide copies of all the forms described in the book which will build up an extensive evidence base to support the self evaluation process′ - Lorraine Petersen, CEO of NASEN Table of ContentsEvery Child Matters Standards: Concept; Guiding Principles; Where and When to Use Them; Advantages; Assessors How to Achieve the Every Child Matters Standards Undertaking the Every Child Matters Standards Audit Building an Every Child Matters Portfolio of Evidence The Every Child Matters Evidence Descriptors for the 12 Standards Monitoring and Evaluating Progress towards Meeting the Every Child Matters Standards Appendices - Model Every Child Matters Standards Information Brochure; Every Child Matters Standards Power Point Presentation; Model Every Child Matters Standards Contract of Agreement; Model Every Child Matters Standards Award Certificate

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Book SynopsisThis book offers a compelling message of hope and resolve. The authors' three-year journey in a multiplicity of diverse, underperforming, high-poverty schools across the nation has resulted in a treasure chest of knowledge and experiences about how to professionally develop data coaches in ways that benefit some of our most underserved students. This book provides powerful resources to those who have the belief, passion, and desire for implementing collaborative data inquiries in schools and districts.From the Foreword by Ruth S. JohnsonUse data as an effective tool for school change and improvement!How can data coaches create a collaborative culture in which data is used continuously and effectively to improve teaching and learning?The Data Coach's Guide to Improving Learning for All Students provides detailed guidance for helping schools move away from unproductive data practices and toward examining data as a catalyst for systematic and continuous improvement in instruction and student learning. To help both current and aspiring data coaches facilitate school-based data teams and lead teachers in collaborative inquiry, the authors demonstrate a data model that has been field-tested and proven to be effective in: Narrowing achievement gaps between students in all content areas and grade levels Achieving strong, steady gains in local and state assessments in mathematics, science, and reading Using data as a springboard for powerful conversations about race/ethnicity, class, educational status, gender, and language differences Developing shared values and a vision for creating a high-performing, data-informed school culture This culturally responsive resource benefits staff developers, teachers, and administrators interested in creating change through effective data practices, and includes a CD-ROM keyed to the book, with templates, handouts, PowerPoint slides, resources, and sample goals and agendas.

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Book SynopsisIn my work, I see the power of good schools to change young lives for the better almost every day. This book takes us behind the doors of unusually high-performing high-poverty schools to show us how they do it and where they get the funding. The book is a valuable tool for educators who want to improve their results and a reminder to parents and policy makers that we should never expect less.Kati Haycock, PresidentThe Education TrustRadically reform your school and improve academic achievement using readily accessible resources!At a time when the United States is struggling with far-reaching educational reform, school leaders need a blueprint for dramatically improving student success and supporting those efforts by effectively reallocating and managing available resources. Doubling Student Performance combines the latest research with the authors' national study of diverse schools that were able to signiTrade Review"This book provides examples of urban, suburban, and rural schools and districts that have doubled student performance. These district and school best practices are chronicled throughout this book and accompanied by a series of ten steps to doubling student performance. The authors detail how the reallocation of time and resources contributed to the doubling of student performance." -- Gerald N. Tirozzi, Executive Director"The authors strike a balance between research-based practices and evidence from real schools. The chapter outlining the 10 steps was especially useful because it allows the reader to take a mental inventory of what he or she already has under way and what may come next. Three additional chapters—on smaller class size, professional development and extra help for students—serve as case studies with the key concept that funding possibilities are endless when you look for them." -- The School Administrator, September 2010, Vol. 67(8)"This is a must-read book for state, district, and school leaders. It reaffirms the good work that is happening in many, many places in our country and describes the strategies and use of resources that make a significant difference in student achievement." -- Paul Rosier, Executive Director, Washington Association of School Administrators"In my work, I see evidence of the power of good schools to change young lives for the better almost every day. This book takes us behind the doors of unusually high-performing, high-poverty schools to show us how they do that, and where they get the funding to support their programs. The book is a valuable tool for educators who want to improve their results and a reminder to parents and policy makers that we should never expect less." -- Kati Haycock, PresidentTable of ContentsAcknowledgements Preface 1. Places That Have Doubled Student Performance Rural Districts and Schools that have Doubled Perfo Rosalia, Washington Abbotsford, Wisconsin Doubling Student Performance at the Advanced Level: Monroe, Wisconsin Monroe school district improvement process Other Rural Examples Medium Sized Districts The Madison, Wisconsin Story Kennewick, Washington LaCrosse, Wisconsin Columbus School in Appleton, Wisconsin Doubling Performance in High Minority, High Poverty Schools 2. The Stimulus for Change and the Educational Change Process Pressure from Multiple Sources to Improve Student Achievement Pressure from State-Standards Based Reform Pressure from District Administrators Pressure from Within the School Pressure from the Federal Government The Large-Scale Organizational Change Process Laying the Foundation for Change Creating a New Educational Strategy Implementation, Monitoring and Continuous Improvement 3. Ten Steps to Double Student Performance Step 1: Understanding the Performance Problem and Challenge Step 2: Set Ambitious Goals Step 3: Change the Curriculum Program and Create a New Instructional Vision Step 4: Formative Assessments and Data-Based Decision-Making Step 5: Ongoing, Intensive Professional Development Step 6: Using Time Efficiently and Effectively Step 7: Extending Learning Time for Struggling Students Step 8: Collaborative, Professional Culture Step 9: Widespread and Distributed Instructional Leadership Step 10: Professional and Best Practices Summary and Conclusions 4. Reducing Class Size Resources at School Sites Reallocating Resources to Reduce Elementary Class Size School-Wide Strategies to Reduce Class Sizes A District wide Strategy to Reduce Class Size in Early Elementary Grades Summary 5. Finding Resources for Professional Development Resources Needed for an Effective Professional Development Program A Professional Development Fiscal and Program Audit Doubling Performance Districts Using Extant Professional Development Days Effectively Planning and Professional Development Time Summary 6. Funding Extra-Help Strategies Individual and Small-Group Tutoring for Struggling Students Extended Time for Struggling Students to Learn the Core Curriculum Summer School Program Focused on Core Instruction 7. Linking Resources Needed to Double Performance Finance Adequacy Approaches to School Finance Adequacy Evidence-Based Approach to School Finance Adequacy References Index

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Book SynopsisPresents eight keys - each a piece of a puzzle for transforming the K-12 education system of teaching and learning - to intentionally design tomorrow's schools so today's learners are prepared for success... and stand ready to create new industries, find new cures, and solve world problems.

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Book SynopsisAimed at upper-level undergraduate and graduate students, scholars, teachers, practitioners, athletic administrators, and advocates of intercollegiate athletics, Introduction to Intercollegiate Athletics provides readers with up-to-date and comprehensive knowledge about the changes to-and challenges faced by-university athletics programs.Table of ContentsPrefacePart I: Historical Analysis, Governance and Leadership, and EthicsChapter 1: From Sports Page to Front Page: Intercollegiate Athletics and American Higher EducationChapter 2: Organization and Governance of the NCAAChapter 3: Leadership in Intercollegiate AthleticsChapter 4: Ethical Issues in Intercollegiate Athletics: Purpose Achieved or Challenged?Part II: Theoretical Perspectives on Higher Education and AthleticsChapter 5: Theoretical Tenets of Higher Education and College AthletesPart III: The College Athlete ExperienceChapter 6: Today's College AthleteChapter 7: MVP: Predictors of Four-Year Transfer for Community College AthletesChapter 8: Intercollegiate Athletics Climate: Effects on Students, Faculty, and AdministratorsPart IV: The Business Enterprise of College AthleticsChapter 9: Taxation of College Sports: Policies and ControversiesChapter 10: College Sports Spending Decisions and the Academic MissionChapter 11: The Business Model of Intercollegiate Sports: The Haves and Have-NotesChapter 12: Millionaire College Coaches and the Schools That Pay ThemPart V: The Significance of Race and Ethnicity IssuesChapter 13: Cross-Racial Interaction of Division I Athletes: The Campus Climate for DiversityChapter 14: The Miseducation of African American Male College AthletesChapter 15: For Colored Girls Who Have Considered Black Feminist Thought When Feminist Discourse and Title IX Weren't EnoughChapter 16: Conference Realignment and the Demise of the Academic MissionPart VI: Gender Equity and Compliance IssuesChapter 17: Effects of Titles IX on Intercollegiate Athletics, 1972-2012Chapter 18: Key Case Law and Legislation Shaping Women's Opportunity in Intercollegiate AthleticsChapter 19: Title IX Compliance and Intercollegiate Athletics Chapter 20: Barriers to Leadership for Women in College AthleticsPart VII: NCAA and Member Institution Policy ConcernsChapter 21: College Athletes' RightsChapter 22: Recruiting in Intercollegiate AthleticsChapter 23: Intercollegiate Athletics and AmateurismChapter 24: Freedoms Lost: Exploring Social Media Policies in Intercollegiate AthleticsChapter 25: The Atlete and University Contractual RelationshipPart VIII: The Academic Reform MovementChapter 26: The Dilemma of Academic Support for College Athletes: Advising to the APRChapter 27: College Athletes in Revenue and Nonrevenue Sports: Language, Culture, IdentityChapter 28: Best Practices in Career Transition Programming for College AthletesEpilogue: The Changing Landscape of Athletics in American Higher EducationIndex

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This classic guide continues to be the leading Research Methods text that specifically deals with Educational Leadership and Management. The collection boasts an array of high-profile international expert contributors, covering a wide range of specialisms, emphasising the importance of the critically engaged practitioner. Accessible and user-friendly, this edition has been fully revised and updated to take full account of online research. It features new authors, more case studies and examples, and brand new chapters on: - research Design - grounded research - ethnography - discourse analysis - narrative / Life history - student voice Whether you are postgraduate, an academic, or a practitioner researcher, if you are investigating Research Methods, Leadership & Management or Educational Research, this is the book you will need.

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Book SynopsisSituating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong with education policy. Drawing on wide-ranging research, the authors issue a fundamental challenge to current policy orthodoxies, and identify policy alternatives to make education both better and fairer.Table of ContentsIntroduction Setting the scene Tests, tests, tests Schooling that works for some but not for others Teachers making less of a difference Mistake #1: turning to the market Mistake #2: letting test scores drive policy Mistake #3: over-prescribing teachers’ work Mistake #4: misunderstanding educational inequalities Mistake #5: leaving education out of education policy making Synthetic phonics: a ‘perfect storm’ of policy mistakes There are alternatives

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Book SynopsisAre you a college or university graduate? Do you support students looking ahead to life after graduation? Are you curious about how your alumni network can benefit your life?Does the alumni strategy in your organization need inspiration?This enlightening, original book reimagines graduates' alumni status as a gateway to immense opportunities through professional and personal networks. To discover this alumni potential, Maria L. Gallo guides you through the four key traits of the 'Alumni Way': reflection, curiosity, passion and generosity. With a sound academic foundation, combined with practical activities and checklists, 'The Alumni Way' is the ultimate resource for inspiring savvy, active alumni citizens of the world. The Alumni Way Workbook is also available. Visit www.thealumniway.com.Table of ContentsIntroduction: We are all alumni PART 1: Charting the course of the Alumni Way 1. Starting at the finish line 2. The compass: Introducing alumni capital 3. Summary: Stepping forward by stepping back on campus PART 2: The Alumni Way trait: Reflection 4. Reflecting on the ‘keep in touch’ call 5. Reflection signpost: Recognize the university is a city 6. Reflection signpost: Advance ourselves as alumni citizens 7. Reflection trait summary: Alum from Day One, revisited PART 3: The Alumni Way trait: Curiosity 8. Our career, our alumni capital, and our curiosity 9. Curiosity signpost: Build our alumni hypernetwork 10. Curiosity signpost: Leverage alumni capital for business 11. Curiosity trait summary: Shining a light PART 4: The Alumni Way trait: Passion 12. Immersing in our passions: The alumni dimension 13. Passion signpost: Nourish our wellness through our alumni capital 14. Passion signpost: Watch our alumni-self flourish 15. Passion trait summary: Our lives, our alma mater PART 5: The Alumni Way trait: Generosity 16. When giving back has new meaning 17. Generosity signpost: Recognize we are all philanthropists 18. Generosity signpost: Understand the power of giving 19. Generosity trait summary: Our generosity as service PART 6: Alumni: Bringing it into our lives 20. Our potential: Building our Alumni Way 21. Our alumni call to action

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Book SynopsisTake your great idea to the next level with action researchHowand whencan we find time to conduct meaningful action research? Great ideas and thought-provoking questions can only blossom through methodical inquiry. Nancy Fichtman Dana steps in as your action-research coach and leads you on a journey through wonderings to real change in your classroom. From framing your question to presenting your research, this guide will encourage, challenge, and ultimately lead you through the action research process. Teachers, students, and action-research coaches alike will learn how to:• Reframe initial wonderings into pointed inquiries Creatively analyze both qualitative and quantitative data Draw action-research topics out of ordinary discussions with colleagues Share findings with others to help them improve as wellWith real-life vignettes, self-guided worksheets, and an included DVD, Digging Deeper into A

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Book SynopsisThe secret to your PLC's success? You. Commitment to improving student outcomes is a natural part of being a teacher. So when you bring your experience, skills, and questions to a professional learning community, you help shape the future of the teamand that makes all the difference for your students. Unlike other PLC resources, this book isn't just for leadersit's designed to help every member of the team be a driving force for success. With it, you'll work together to Give voice to important issues and dilemmas Decide where to focus your work Develop and implement a plan for gaining insight into your area of focus Take action based on individual and collective learning Share results with others outside the PLC Successful PLCs buzz with a collaborative energy that comes from the engagement of teachers. With this guide, you'll make the most oTrade Review"The PLC Book is an essential resource for all principals and teachers who wish to create a powerful culture of adult and student learning in their schools. Dana and Yendol-Hoppey created a practical go-to guide designed to help all educators understand and enact an exciting program of professional learning. A must-read for all who are currently engaging in or wish to begin Professional Learning Communities in their schools." -- Todd Whitaker "The PLC Book is destined to be an essential text in the fields of teacher education, teacher professional development, school administration and a handbook for teachers and others engaged in the pursuit of systemic educational change." -- Frances Rust, Senior Fellow & Director of Teacher Education Program"The PLC Book is a must-read for anyone wishing to establish a PLC in their school, from the leader looking for a whole-school approach, to the classroom practitioner seeking to connect with a group of educators." -- Liane Pitcher-Leigh, Evidence-Based Teaching Lead"The PLC Book is as essential as The Reflective Educator’s Guide to Professional Learning Communities! Their careful guidance and realistic examples support the work of teachers to genuinely learn together based on inquiry, shared common goals and reflective practices." -- Donnan Stoicovy, Elementary Principal/Lead Learner"The PLC Book creates a powerful and memorable connection between the idea of Professional Learning Communities and the actuality of creating and sustaining them." -- Teri Schrader, The School Reform Initiative "The PLC Book will be a go-to resource for teachers, from those looking to begin PLCs for the first time to experienced PLCs looking to refine their collaborative work and get more focused on what makes a difference for student learning." -- Jennie Beltramini, K-8 Math Instructional Coach"Dana and Yendol-Hoppey have blazed a path of professional development that few have been brave enough to tackle. They understand schools and how they operate on a core level." -- Jodi Bergland Holen, Professor"As no one else, Nancy and Diane master the art of bringing innovative theories into the practice." -- Rik Vanderhauwaert, DNITable of ContentsForeword Acknowledgements About the Authors 1. PLC Defined What Is A PLC? Do PLCs Really Work? How Do PLCs Work? Why Is This Book Called The PLC Book? 2. Getting Started What Getting Started Is and Why It’s Important How to Get Started What Does Getting Started Look Like? Questions For Discussion 3. Establishing A PLC’s Direction What Establishing A PLC Direction Is and Why It’s Important How To Establish A Direction For Your PLC What Does Establishing A Direction For Your PLC Look Like? Questions For Discussion 4. Developing A PLC Action Learning Plan What A PLC Action Learning Plan Is and Why It’s Important How To Develop A PLC Action Learning Plan What Might Developing An Action Learning Plan Look Like? Questions For Discussion 5. Analyzing Data In Your PLC What Data Analysis Is and Why It’s Important How To Analyze Data What Might Analyzing Data Look Like? Questions for Discussion 6. Making PLC Learning Public What Making PLC Learning Public Is and Why It’s Important How to Make PLC Learning Public What Might Sharing the Work of Your PLC Look Like? Questions for Discussion 7. Essential Elements of Healthy PLCs Establish a Vision Build Trust Understand and Embrace Collaboration Encourage, Recognize and Appreciate Diversity Within the Group Promote the Development of Critical Friends Pay Attention to the Work “In-Between” Hold the Group Accountable for and Document Their Learning Have a Comprehensive View of What Constitutes Data Understand Change and Acknowledge The Discomfort It May Bring Work With Building Administrators References

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Book SynopsisToo much change, not enough improvement Planned changes often fail because those designing them underestimate the complexity of implementation. Reduce Change to Increase Improvement provides a practical structure for helping system and school leaders increase improvement while reducing ineffective change and innovation. By drilling down to the beliefs and values that inform the actual practice of change leaders, Robinson identifies the mindset, processes, and actual behaviors that contribute to successful reform efforts and, importantly, provide school leaders with concrete tools that enable them to be more effective. The structures described in the book are illustrated by numerous examples, cases, and conversation extracts and center on four phases of engagement: Agreeing about the problem to be solved Revealing the beliefs that sustain the current practices Evaluating the relative merit of the existing practices and proposed theory Implementing and monitoring the new theory of action "Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. Reduce Change to Increase Improvement is a treasure-trove of concrete information for educational leaders. Robinson, always cautious about "change for change sake", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. All leaders need this concise, clearly-stated text to guide their intentional improvement practices. —Dr. Lyn Sharratt, International Consultant and Author OISE, University of Toronto, Ontario, CanadaTrade Review"There are many reasons why Viviane Robinson is one of my favorite researchers in the field of educational leadership. Her depth of knowledge and understanding of school improvement makes her a stand out in the profession. Reduce Change to Increase Improvement is a book all leaders should read because it will help them understand what improvement looks like and how to avoid the pitfalls that too many leaders fall into." -- Peter DeWitt, Ed.D., Corwin Author/Consultant"Viviane Robinson’s brilliant new masterpiece is provocatively entitled Reduce Change to Increase Improvement. It is a stunning achievement. Every sentence bristles with penetrating insights and practical recommendations in the hands of Robinson’s sparkling prose. The sections on engaging respectfully with teachers’ theories of action should be required reading for every school principal or superintendent. Best of all, this expertly crafted book is a pleasure to read and re-read. It will be cited frequently around the world for years to come." -- Dennis Shirley, Professor"Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. "Reduce Change to Increase Improvement" is a treasure-trove of concrete information for educational leaders wanting to move away from the frequently-used, ineffective Bypass Theory leading to no change in student outcomes to the rarely-used, highly effective Engagement Theory that gets at the heart of leading school improvement. Robinson, always cautious about "change for change sake", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. She highlights that only by integrating new thinking into current classroom practice will reform be successful - AND only if built on a firm foundation of leaders and teachers rigorously examining shared beliefs and exposing tacitly-held disbeliefs about the capacity of all students to learn. All leaders need this concise, clearly-stated text to guide their intentional improvement practices." -- Dr. Lyn Sharratt, International Consultant and Author"This is a ‘must read’ for anyone who is serious about achieving meaningful improvement and understanding more about the potential of engaging with theories of action. With her forensic eye for detail, Viviane Robinson unpicks why current practice is sustained and shows how deep and respectful coaching dialogue can produce mutual commitment and powerful professional learning. It’s a book with many applications." -- Louise Stoll, PhD, Professor of Professional Learning"Never was a book more welcome than one that addresses why so much change leads to so little impact. Viviane’s work gets right to the heart of the beliefs, values and conditions that lie at the heart of our willingness to either embrace change or resist it. Viviane gives us an opportunity to eavesdrop on real conversations that model skillful enquiry into the values and beliefs that drive our behavior and that are more likely to lead to change that ‘pays off.’ In a world where change is constant, and resources are tight we should all be intolerant of any more failed attempts. I would like to see every Education Ministry, school adviser and school leader not just reading this book but using it to shape their practice so change can be far less frequent, but have far more impact." -- Maggie Farrar, Education Consultant"I have worked with principals in graduate programs and professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book. Viviane Robinson combines her research findings, powerful insights into how to re-design thinking about principal wellbeing, and invaluable examples from practice. The writing has voice and is highly engaging to read. The sooner this book is published, the better. These theoretically powerful and practical insights are needed and overdue." -- Omar Mekki, Senior Advisor"My colleague Dr. Judy Halbert and I have worked with principals in graduate programs and in professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book by Professor Robinson. She combines her research findings, a logic train that is important and highly useable, a powerful insight into how to re-design thinking about principal well-being and work load and examples from practice that are invaluable. Her writing has voice and is highly engaging to read. The sooner this book has been published, the better. These theoretically powerful and practical insights are needed and overdue." -- Dr. Linda Kaser, Co-Director of the Center for Innovative Educational Leadership"The challenge in our current understanding of school improvement is not knowing what schools ought to do, but knowing how school leaders can get those things done. Leaders’ ability to engage and involve teachers in improvement processes is a missing resource in many schools. Reading this book will absolutely help school leaders redefine how they should act and behave in order to implement improvements to benefit not only their students’ learning but also teachers’ professional development. This book makes a significant contribution to the education management literature in a clear, concise and practical way. A ‘must read’ for new and established school leaders." -- Johan From, Professor in Political Science/Director of School Leadership Master’s Program"This book is remarkable. It combines a deep understanding of how and why theories of action influence the success or failure of improvement efforts in schools, with a range of intensely practical strategies and examples that illustrate how leaders can work to enhance their approaches to change. Robinson draws on more than 10 years of research and development work with leaders, often based on detailed observation and analysis of coaching conversations and real situations in schools, to identify and make explicit the values, beliefs, actions and consequences that drive behavior and the ways in which leaders can engage with these to create shared understandings and agendas for improvement. The chapter on how this work informed the design of a new leadership development program to address well-being for school principals is particularly fascinating. I can’t recommend the book highly enough to serving leaders and all those involved in supporting change and improvement in schools." -- Toby Greany, Professor"Reduce Change to Increase Improvement is logically developed from foundation principles to take the reader through the thinking, understanding, planning, professional learning, action, and evaluative processes. The use of general and personal theories of action is appropriate and effective. The work is supported well by illustrations and extracts from actual cases of aspects of change. I think its greatest strength is the emphasis throughout on working with and through other people and the interpersonal and cognitive work this requires. This book helps to professionalize the education profession and provides a timely and valuable resource for our understanding and building of capability for change that makes a difference to students." -- Stephen Dinham, Associate Dean and Professor of Instructional LeadershipTable of ContentsList of Tables and Figures Preface Acknowledgments About the Author 1. Too Much Change, Not Enough Improvement Not All Change Is Desirable Distinguish Between Change and Improvement Improvement Means Positive Impact on Learners The Impact of Leadership on Student Outcomes Reflection and Action 2. Understand the Challenge of Improvement Understand Theories of Action Espoused Theories of Action Versus Theories in Use Helping to Change Theories of Action Reflection and Action 3. Two Approaches to Leading Improvement: Bypass and Engage The Limitations of the Bypass Approach The Bypass Approach: A National Initiative From Bypass to Engagement Reflection and Action 4. The Four Phases of Theory Engagement Phase I. Agree on the Problem to Be Solved Phase II. Inquire Into the Relevant Theory of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and Action 5. Learning How to Lead Improvement: Coaching That Engages Principals Excerpt 1: Engage Others’ Thinking Excerpt 2: The Self-Referential Critique Excerpt 3: Bypass and Reframing Reflection and Action 6. Learning How to Lead Improvement: Professional Learning That Engages Participants The Context Phase I. Agree on the Problem to Be Solved Phase II. Reveal the Relevant Theories of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and Action Afterword by Stephen Dinham References Index

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Book SynopsisBuild assessments you can really use Unlock the how, when, what, and why Watch your system become greater than its parts by building local capacity through common language and deeper knowledge of assessment components. For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM). Now for the first time, the modules are packaged into one resource to help you evaluate the quality and premise of your current assessment system. Designed as a professional development guide for long-term use by school leaders, five content-rich, topic-based modules: Offer field-tested, teacher-friendly strategies for local school test development Can be used for individual or professional development opportunities Allow for sequential or non-sequential use Trade Review"Karin Hess has a gift. She understands the complex and technical world of assessment, but she is able to convey concepts, techniques, and strategies in a way that is clear, practical, and right on target for today’s schools and classrooms. Her central focus on transfer is operationalized in practices that depend upon and promote cognitive rigor, literacy, and student performance. This IS assessment for deeper learning. But her greater gift—and the one offered to teachers and instructional leaders so ably in this invaluable resource—is her richly developed ′toolkit′ of professional development modules. Karin Hess not only gives us the why but also the how and the what if around developing great assessment practices." -- Chris Gareis, Professor of Education and co-author of Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning"Using Karin Hess′s tools and protocols ensured that our district curriculum, instruction, and assessments are rigorous and aligned with state standards. By having us focus on cognitive rigor and plan for challenging questions and tasks, we are better equipped to guide our students to challenging and higher cognitive levels. This also allows our students to transfer their thinking to non-routine situations. Thank you for guiding and supporting our vision!" -- Marcia Smith, Assistant Superintendent for Teaching and LearningTable of ContentsForeword Acknowledgments About the Author Introduction Module 1: Are My Students Thinking Deeply or Just Working Harder? Infusing Rigor Into Instruction and Assessment: Laying the Groundwork for Deeper Learning for All Students 1.1 What Is Cognitive Rigor? 1.2 Developing a Common Understanding of What Cognitive Rigor Is and What It Is Not 1.3 Seven Common Misconceptions About Rigor 1.4 Bloom Meets Webb: Origins of the Hess Cognitive Rigor Matrix Reflections 1.5 Getting Started Applying Your Understanding of Rigor and Deeper Learning Part 2: Support Materials for Module 1 I. A Workshop Plan for Module 1 II. The Hess Cognitive Rigor Tools: About the Tools in This Module III. Strategies and Tools for Professional Developers and Teacher Planning IV. Kid Tools: Resources for Use With Students to Support Deeper Thinking Module 2: Is the Task Appropriate to the Text? Examining and Using Increasingly Complex Texts 2.1 What Makes Texts Complex, and Why Should Every Teacher Care? 2.2 The Thinking Behind the Tools in Module 2 2.3 Five Key Learnings From a Text Complexity Analysis Process 2.4 Understanding Quantitative and Qualitative Complexity Measures 2.5 Unpacking Overall Text Complexity Using a Qualitative Analysis Approach 2.6 A Detailed Discussion of What to Look for—Eight Qualitative Complexity Factors Reflections Part 2: Support Materials for Module 2 I. A Workshop Plan for Module 2 II. The Hess Text Complexity Tools: About the Tools in This Module III. The Importance of Teaching About Text Structures IV. Sample Instructional Strategies for Teaching About Text Structures V. Sample Text-Based Assessment Strategies Module 3: What Does This Test Really Measure? Designing and Refining High-Quality Assessments for Deeper Learning 3.1 What Is a High-Quality Assessment? 3.2 Assessment Purposes and Use: Formative, Interim, and Summative 3.3 Developing and Refining Rubrics and Scoring Guides 3.4 What Can You Learn From Analyzing Student Work Products? 3.5 Developing Anchor Papers for Performance Tasks and Anchor Sets for Calibration 3.6 Cognitive Labs: An Effective and Efficient Alternative to Piloting New Assessments Cognitive Lab Part 1: Observe and Document—Done While Students Are Working Cognitive Lab Part 2: Small Group Interview Cognitive Lab Part 3A: Interpret Student Work Samples and Make Decisions Cognitive Lab Part 3B: Collaboratively Interpreting Evidence in Student Work 3.7 Guidelines for Creating Task Validation Teams: Analyzing Technical Quality of Assessments Local Assessment Cover Page for Task Validation Analyzing Assessments for Technical Quality: Conducting a Task Validation Reflections Part 2: Support Materials for Module 3 I. A Workshop Plan for Module 3 II. The Hess PLC Tools: About the Tools in This Module III. Strategies and Tools for Professional Developers and Teacher Planning IV. Sample Formative Assessment Strategies V. Sample Performance Assessment Design Strategies Module 4: Where Do I Start, What Do I Teach Next, Which Supports Work Best? Using Learning Progressions as a Schema for Planning Instruction and Measuring Progress 4.1 What Are Learning Progressions (or Learning Trajectories), and How Can They Be Used to Scaffold Instruction and Guide the Design and Use of Assessments of Deeper Learning? 4.2 Four Interrelated Guiding Principles of Learning Progressions 4.3 Standards, Learning Progressions, and Curriculum: How Are They Related? 4.4 Zooming “In” and Zooming “Out” of Learning Progressions: Two Sides to the Same Coin 4.5 Applying the Four Interrelated Guiding Principles to Better Understand a Learning Progression 4.6 Providing System Coherence: Using Learning Progressions for Instructional and Assessment Planning 4.7 Lessons Learned—Using Learning Progressions to Guide Instruction and Change Assessment Practices 4.8 Looking for Increasing Rigor—by Observing Shifts in Teacher and Student Roles 4.9 Suggested Ways to Get Started Using the “Looking for Rigor” Walk-Through Tool #26 Reflections Part 2: Support Materials for Module 4 I. A Workshop Plan for Module 4 II. The Hess LP Tools: About the Tools in This Module III. Strategies and Tools for Professional Developers and Teacher Planning IV. Strategies and Resources for Use With Students Module 5: Is This a Collection of Tests or an Assessment System? Building and Sustaining a Local Comprehensive Assessment System for Deeper Learning 5.1 Rethinking What It Means to Have a Comprehensive Local Assessment System 5.2 Five Indicators of a Comprehensive Local Assessment System 5.3 Multiple Measures and Common Assessments 5.4 What Exactly Are “Common” Assessments and Where Do They Fit in the Local Assessment System? 5.5 Revisiting Alignment From a Systems Perspective 5.6 Interpreting Results From Local Assessment Analyses Reflections Part 2: Support Materials for Module 5 I. A Workshop Plan for Module 5 II. The Hess Alignment Tools: About the Tools in This Module Appendices Appendix A: Summary of Hess Tools to Guide Local Assessment Development, Instructional Planning, and PLC Activities Appendix B: Instructional and Formative Assessment Strategies to Uncover Thinking Appendix C: Troubleshooting Tips When Designing Assessment Items and Tasks Appendix D: Sample “What I Need to Do” Rubrics—Science, ELA, Mathematics, Blank Template Appendix E: Student Profile: Science Inquiry Learning Progression Appendix F: Student Learning Progression Literacy Profile—Grades 7–8 Appendix G: Writing Persuasively Learning Progression (Strand 7, LPF) Appendix H: LPF STRAND 7 (Grades K–2) Sample Lesson Planning Steps Using Learning Progressions Appendix I: An Expanded Glossary for Understanding and Designing Comprehensive Local Assessment Systems References Index

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Book SynopsisSchool leadership is becoming awfully compliant; flat-pack headteachers and homogenised leadership teams. When did all this conformity ever bring about any lasting change?Drawing parallels between the fiercely independent punk spirit and the demands of modern school leadership,Punk Leadershipoffers a fresh perspective on how to navigate the complexities of the education system while staying true to your values and vision.This is not an anarchic book it systematically looks at all aspects of school leadership, from curriculum development to managing staff, from inclusion to accountability, and finds the punk in them.Jam-packed with useful guidance to help you find your way through the complexities of senior leadership in schools,Punk Leadershipis about finding your own solutions and empowering you to do what you know is right.Keziah Featherstoneis a secondary headteacher in the West Midlands. She is a co-founder

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Book SynopsisDisruptive Womenis your guide to changing the status quo in the education system.Drawing from rich, varied perspectives from across the global WomenEd community it offers guidance, solidarity and real-life examples of how to make change happen in four vital areas: Increasing the representation of women in educational leadership Breaking down barriers that exclude diverse women from leadership roles Disrupting the gender pay gap for women leaders Championing flexible working for more equitable working cultures This is unmissable reading for anyone working in schools, universities and other educational organisations who recognises the need to disrupt, innovate and to change education to be more inclusive, equitable and diverse.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisGenerate multifaceted solutions to real-life classroom issues with this innovative, research-based approach to the design and delivery of sustained, collaborative, evidence-informed, and student-focused professional learning.Trade Review"Leading adult learning is difficult and many educators do not have the skills needed, nor do they know where to start. Our mental model of professional learning is skewed by years of substandard learning provided by well meaning leaders. This book will help build capacity for learning leaders to identify shortcomings and improve their craft." -- Terri Iles, Executive Director, Learning Forward Texas"Leading Powerful Professional Learning is a valuable resource to those responsible for designing and facilitating professional learning." -- Amy Colton. Executive Director , Learning Forward Michigan"Leaders often are unaware of the scope of their responsibilities when it comes to professional learning. Leading Powerful Professional Learning′s diagrammatic and metaphoric way of presenting the content allows readers to access the book’s content in a variety of different ways." -- Joellen Killion, Senior Advisor, Learning Forward"Most of what is currently available centers around professional learning for a specific content area (i.e. math, science, reading) but does not focus, in general, on the development, delivery, and evaluation of effective professional learning. Leading Powerful Professional Learning fills a void that currently exists for those of us charged with providing professional learning experiences." Leading Powerful Professional Learning Leading Powerful Professional Learning Leading Powerful Professional Learning -- Eric C. Lee, Director, Jacksonville State University Inservice Center"Leading Powerful Professional Learning provides specific support for those leading professional learning, giving readers the option to read cover to cover or identify specific areas of focus and read those sections. The authors present a book that moves beyond the description of what professional learning is but would provide solid examples and support for those who are leading professional learning in their school and district." -- Bryan McDonald, Assistant Professor, University of Central MissouriTable of ContentsForeword Preface Acknowledgments About the Authors Introduction Chapter 1: The Roots Root #1: Adopting an Evaluative Inquiry Stance Root #2: Valuing and Using Deep Conceptual Knowledge Root #3: Being Agentic Root #4: Being Aware of Cultural Positioning Root #5: Being Metacognitive Root #6: Bringing a Systemic Focus Chapter 2: The Trunk Exercise #1: Trunk: Responsiveness through Relationships with a Generative Improvement Orientation Chapter 3: Branches and Leaves Branch 1: Purpose and Focus DAF #1: Clarifying Purpose DAF #2: Focusing on Valued Student Outcomes DAF #3: Building Coherence DAF #4: Creating Commitment and Taking Action Branch 2: Knowledge and Inquiry DAF #5: Deepening Knowledge DAF #6: Using Evidence Critically DAF #7: Using Focused and Deep Collaborative Inquiry Branch 3: Effective Learning Processes DAF #8: Surfacing and Engaging Theories and Beliefs DAF #9: Navigating Perceptions of Risk DAF #10: Developing Self-Regulation DAF #11: Providing Appropriate Support and Challenge DAF #12: Co-constructing Learning Chapter 4: Facilitating Improvement Facilitating Improvement and Adaptive Expertise How Does Adaptive Expertise Fit With Other Forms of Expertise? Developing Your Own Adaptive Expertise Developing Adaptive Expertise in Others Putting It All Together Research Appendix References

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Book SynopsisBuilding off the framework Fullan and Quinn introduced in the International best-seller Coherence The Right Drivers in Action for Schools, Districts, and Systems, Westover presents a roadmap to help district and school leaders navigate the journey of creating a coherent system of continuous improvement. Based on more than 15 years of successful partnerships with school districts, this book includes case studies of how districts progressed over time, leadership competencies shown to be critical factors for success, tools and rubrics for action planning and guiding implementation, and reflective questions for inquiring about the current state of district systems and practices and strategies for systemic improvements efforts. Readers will discover Benchmarks of Capacity that will serve as guideposts to • Create clarity of district goals and school priorities for student learning • Cultivate a culture of shared leadership and systemic collaboration • Develop collective expertise with a coherent instructional framework • Engage in evidence-based cycles of inquiry for continuous improvement Learn how to lead systemic improvement that builds capacity at the classroom, school and district levels. Trade Review"The individual and collective quest we all pursue as educators to lift student achievement is complicated by a blizzard of theories and no lack of self-appointed experts. It is so exciting to see the years of serious, credible, and successful work that Jay Westover and his team have done with countless school districts captured in a way that is accessible to all of us committed to student success. It is an important book that reveals meaningful, capacity building paths for district and school leaders." -- Jack O’Connell"Districts on the Move provides educators with critical insights into capacity building, which remains the holy grail for school districts in order to sustain the collaborative culture of inquiry that results in an organization focused on continuous improvement." -- David Cash"Districts on the Move is a book about how school districts build systems of improvement that are larger than a person or an idea. The challenge for superintendents and district leaders is creating a culture and system of improvement that survives changes in leadership. Jay Westover’s book provides both a framework and case study examples of how district leaders can create systemic improvements that show up on the desks of students in classrooms." -- Cary Matsuoka,"This body of work is a must-read for every educational leader, especially at the central office level. There are no easy answers to address equity in education, but there are intentional ways to build coherence and lead the work. Jay Westover has created a clear and precise framework for building capacity for whole systems change that starts from the desk of the student and moves throughout the organization. This is not a read one time kind of book, but rather a guiding resource for leaders to use in order to successfully meet the needs of all students." -- Karen Valdes"Improvement efforts in education have prompted reforms intended to ensure that teachers and school leaders have the professional skill set and capacity to meet the educational needs of all students. However, where others have failed, InnovateEd has succeeded, creating explicit structures for school and district collaboration that develop a shared learning system of interaction. Districts on the Move enables both increased technical expertise and organic accountability systems in which dialectic practices about student learning result in strengthening of collective agreements. Professional learning in this kind of setting is purposeful and directly connected to student learning outcomes." -- Patricio Vargas"As a teacher, principal, or district office administrator, Districts on the Move will give you a new way to look at your work. Jay Westover knows people make the difference in organizations. Systemic collaboration and co-learning leads to continuous improvement for students. Every educator has realized we can no longer be successful alone. Districts on the Move details a step-by-step process of collective implementation with practical examples every educator can use." -- Joni Howard"Jay Westover and the InnovateEd team have been working and learning with school districts for a number of years. He understands deeply that schools want their students to do better, and that school districts can make a great difference in inspiring, leading, and learning with schools to become more precise about the work on the students’ desks. This book illuminates powerful, practical pathways for districts and schools to increase their impact and accelerate and deepen learning for students and staff. It is a must-read for all educators who want to become better at what really matters in our classrooms." -- Mary Jean GallagherTable of ContentsForeword by Michael Fullan and Joanne Quinn Preface Acknowledgments About the Author Introduction Chapter 1: Creating a Coherent System of Continuous Improvement Leading a Coherent Path of Progress Chapter 2: Clarity of District Goals and School Priorities for Student Learning Creating a Strategic Focus for Equitable Student Growth Clearly Delineating Improvement Strategies Leading Short Cycles of Improvement The Path of Progress for Little Lake City School District Reflecting on Key Capacity-Building Strategies Tips for Taking Action Chapter 3: Culture of Shared Leadership and Systemic Collaboration Serving as a Lead Learner Cultivating Systemic Collaboration and Co-learning Leading From the Middle The Path of Progress for Hesperia Unified School District Reflecting on Key Capacity-Building Strategies Tips for Taking Action Chapter 4: Coherent Instructional Framework for Developing Collective Expertise Creating Instructional Coherence Robust Collaborative Inquiry Processes Developing Precision of Pedagogy The Path of Progress for Corona-Norco Unified School District Reflecting on Key Capacity-Building Strategies Tips for Taking Action Chapter 5: Evidence-Based Cycles of Inquiry for Continuous Improvement Know Thy Impact Evidence of Learning Continuous Improvement of Practices The Path of Progress for Rosedale Union School District Reflecting on Key Capacity-Building Strategies Tips for Taking Action Chapter 6: Leading a Coherent Path for Sustainable Growth in Learning Rubrics and Planning Tools Chapter 7: Building Capacity to Lead Systemic Improvement References Index

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Book SynopsisAnd Justice for ELs is a resource every school leader must read right away—for that matter, keep within arm’s reach because you’re certain to refer to it constantly. Ayanna Cooper, a former U.S. Department of State English Language Specialist, has "been there, done that" and is now prepared to share with you how best to translate today’s federal mandates into actionable steps for ensuring the civil rights of our nation’s multilingual learners. Because it is impossible to provide specific advice or guidance for every possible situation, Ayanna focuses on the "need-to knows" for making informed decisions within your own building: Eight questions you must ask—and how to obtain answers—before planning English language development services The most common EL program models, with special emphasis on scheduling, along with specific challenges and appropriate staffing The why and how of evaluating English language education, regardless of the evaluation tool, and ways to facilitate conversations with teachers before and after observation How to determine the type of professional learning that will have the greatest impact in your unique context Recommendations for establishing productive relationships with linguistically diverse families and communities Just about every tool you could possibly need, including a glossary of acronyms, useful advocacy organizations, and templates for supporting professional learning But what you’ll love most is the way Ayanna "keeps it real." Every chapter is framed around a "What Would You Do?" scenario, for which she ultimately provides an answer(s) as well as guiding questions to help you think through the issues. Take a look for yourself. We know you’ll agree that And Justice for ELs is without question a one-of-a-kind resource. "And Justice for ELs is an excellent guide for practitioners who seek to provide their English learners with high-quality instruction in all subject areas. Too often such students are relegated an education that marginalizes them academically and fails to develop their native language skills. We can and must do a better job for these students, and in this book Ayanna Cooper shows us how." ~Pedro A. NogueraTrade Review"And Justice for ELs is an excellent guide for practitioners who seek to provide their English learners with high quality instruction in all subject areas. Too often such students are relegated an education that marginalizes them academically and fails to develop their native language skills. We can and must do a better job for these students and in this book Ayanna Cooper shows us how. Written in a clear and straight forward manner, this book will be an invaluable resource for educators who seek to make a difference." -- Pedro A. Noguera"School leaders will appreciate that Dr. Cooper′s text takes them beyond legal compliance and moves their school toward real equity, excellence, and meaningful engagement for their English learners. Her essential questions will promote action focused conversations that move the needle significantly towards justice and excellence for all." -- Tim Boals"Dr. Ayanna Cooper’s And Justice for ELs is a must-read for school leaders and other educators who wish to move their schools and districts from equity to excellence in order to fully serve their ELs. Framed in research, law, and policy, yet rooted in practical actions, this book will provide a clear path to educators who desire to do what’s right and just for their students and families." -- Diane Staehr Fenner"Dr. Ayanna Cooper has made an incredible contribution to the field of education. And Justice For ELs equips educational leaders with the knowledge and confidence to create sustainable change as schools across the United States strive to meet the unique needs of English Learners." -- Sharon H. Porter, Ed.D."Far too often English Language Learners (ELLs) are viewed as a ‘problem’ that drains resources for the mainstream. Dr. Cooper turns this assumption inside out with a thoroughly asset-based perspective: ELLs and their families bring a rich array of language and cultural diversity to classrooms and schools. But clearly, there is work to be done to create the equitable schools in which ELLs can thrive. The book is for school leaders and provides a state-of-the-art working tour in what is involved in advocating for linguistically diverse learners with responsiveness and flexibility. The book is broad enough for a wide range of contexts to benefit from and yet specific enough for leaders to build their own tailor-made professional learning plans. Ayanna Cooper extends a hand of empowerment to school leaders who have often been left out of the conversation. Dr. Cooper brings to her work not only her expertise in TESOL, but her experience as a teacher, teacher educator, and consultant." -- Elfrieda Lepp-Kaethler, Ph.D., ExA.Dip"Every educator is struggling with supporting ELs in a systemic, sustainable way. This book simplifies what’s necessary while advocating for a sense of urgency to review data, assess models, and support EL teachers utilize best practices and ongoing professional learning." -- Dana Salles Trevethan"This book provides campus and district leadership with clearly defined reasons for supporting an equitable campus program for all learners especially EL’s. The scenarios and guiding questions are useful in initiating relevant discussion and provoking thoughtful discussions. Ayanna Cooper writes in a manner that will enhance EL advocacy for leaders regardless of EL experience. " -- Joseph Cerna"A great resource for school leaders and English Language Directors. This book is a complete resource to assist with launching or enhancing an English Language Program in any school." -- Laura Schaffer Metcalfe"And Justice For All is a rich and relevant body of scholarship bent towards an arc of educational justice and equity for our nation’s most marginalized learners. Dr. Cooper challenges educators to realize the power of language and literacy as necessary levers to academic liberation. This text should be required reading and professional development for all educators, pre-service and beyond, who benefit from pragmatic pedagogy, consultancy, and practices designed to elevate how we educate ELs." -- Craig Martin"This book is a practical and useful tool for building administrators and all who are interested in assessing their current models for supporting EL learners with an eye to improving their programs. It’s practical and easy to read with great suggestions that you can use and implement immediately. " -- Marianne Lucas Lescher,"This book highlights the importance of administrators developing the skills, supports, and structures in order to support English Learners to achieve academic success and strengthen wellbeing. Cooper presents an array of considerations for administrators including: reflecting on personal knowledge, identifying areas for personal learning, building staff capacity and recognizing this must be through a job-embedded model, staffing, targeting instruction to reduce linguistic gaps for learners, and working to support parents with information and collaborating as partners." -- Maryam Hasan"This book offers a compelling message of hope for our linguistically diverse learners. An easy read for busy educators and a resource for administrators. This is the one tool needed that is research based and proven to enhance the professional learning model of one’s organization to support student achievement. " -- Debra Paradowski"This is an easy to read and easy to implement book. Each chapter is carefully broken down and easy to read. Educators will find a lot of useful ideas within each chapter. The questions that are posed as a way of taking inventory of what you are currently doing in your school is extremely helpful and easy to use." -- Lindsay MorhartAnd Justice for All: Creating and Sustaining Equitable Schools with English Learners is a must-have book. In this lively how-to for teaching ELs equitably and successfully, Ayanna Cooper provides a practical approach to developing best-practices in schools. Her step by step method, written clearly and succinctly, asks important questions, explores crucial answers, shares instructive anecdotes, and proposes familiar scenarios. She leads the reader to consider the broad possibilities of good instruction for ELs as well as the details of implementing evidence-based programs. Dr. Cooper′s style draws us in as if she were sitting across from us at a coffee shop describing best practices. Her conversation with us in the book is necessary, important, and fun to read -- Peter KozikTable of ContentsForeword by Margarita Espino Calderón Acknowledgments About the Author Introduction Chapter 1: English Learners in Your School and What You Need to Know and Do to Support Them Scenario: Awareness and Action for All ELs Knowing Your ELs Urgency in Action Assets-Based, Culturally Responsive Schools Supporting ELs: Eight Important Questions Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 2: Program Models for English Learners: What’s Happening in Your School? Scenario: Selecting Appropriate Service Models for English Learners Adhering to Federal Guidance Program Models Assessing Program Models for Efficacy Staffing Professional Learning Communicating With Parents When Parents Opt Out of Language Support Services Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 3: Evaluating Teachers of English Learners—Conversations Beyond the Rubric Scenario: Needs improvement, Meets, Exceeds, or Not Applicable Conversations Beyond the Rubric Look Fors: Key Considerations Articulating Needs to Support ELs Supporting Preservice Teachers Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 4: Action Steps for Job-Embedded Professional Learning With a Focus on English Learners Scenario: A Program by Any Other Name Is Not the Same A PL Cycle of Inquiry PL Action Steps Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 5: Partnering With Parents of English Learners Scenario: Helping Parents Analyze Their Child’s English Language Proficiency Report Connecting Families and Community Parent Communication Preferences Helping EL Families Understand the Academic Calendar Scenario: Early Release/Late Pick-Up Grade Level Placements of ELs and What Parents Need to Know Bullying Scenario: Bullying in Elementary School Supporting Your Staff to Build Positive Relationships With EL Families Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Afterword Index

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Book SynopsisYou can easily build your students'' critical thinking and vocabulary skills with these fun analogy activities. Teaching students to solve analogies not only develops analogical thinking, but it also helps students learn and apply vocabulary skills. An analogy is a comparison between two things. It points out the similarities or likenesses between things that might be different in all other respects.The exercises included in this resource not only build thinking skills and make students more flexible and analytical, but they also enhance vocabulary and writing skills. Each illustrated page presents several analogy types along with examples of each type. Review pages give students an opportunity to identify and then solve a variety of analogies. The activities in this book will challenge students to think more critically and apply advanced vocabulary.This book introduces 16 different types of analogies, including: synonyms (calm : serene), part to whole (ring : jewelry), place or location (Peru : South America), cause and effect (fire : smoke), action to object (cut : scissors), and characteristics (ruby : red). These challenging activities are perfect for teaching analytical thinking, enhancing vocabulary, and improving writing skills. Advancing Through Analogies is the most advanced book in a series from Prufrock that introduces analogies to young thinkers. While the activity books in the series for younger students emphasize visual and symbolic analogies, this book for older students emphasizes verbal analogies. For easier analogies, see Thinking Through Analogies, Analogies for the 21st Century, Analogies for Beginners, and First Time Analogies. Grades 5-8

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Book SynopsisOne-Hour Mysteries offers five motivating mysteries that your students can solve using clues and logical reasoning. Your students will become crime scene investigators, analyzing clues found at a crime scene and applying forensic techniques in their analysis.Each mystery includes a complete set of teacher instructions and blackline masters that may be photocopied for classroom use. This exciting book features the following mysteries: Mystery at the Mall, The Coaster Caper, The Case of Santa''s Blackmail, The Case of the Missing Tiara, and A Hollywood Crime. What better way to motivate critical thinking than with a whodunit? Skills include deductive reasoning, inferring, taking notes, organizing data, and analyzing evidence.Get ready for real thinking combined with cloak-and-dagger fun!If you like this book, you''ll love its follow-up, More One-Hour Mysteries.Grades 4-8

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Book SynopsisGifted students have the potential to learn material earlier and faster, to handle more complexity and abstraction, and to solve complex problems better. This potential, however, needs stimulating experiences from home and school or it will not unfold. The books in the Challenging Units for Gifted Learners series are designed to help teachers provide the stimulating curricula that will nurture this potential in school. The units presented in this series are based on research into how these students actually think differently from their peers and how they use their learning styles and potential not merely to develop intellectual expertise, but to move beyond expertise to the production of new ideas.The Language Arts book includes units that ask students to develop strong personalities for their main characters while writing mysteries, to study Freud''s psychoanalytic theory and then analyze a classic novel using what they''ve learned, to focus on writing from a specific point of view, and to increase their appreciation for poetry by studying famous poets. Grades 6-8

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Book SynopsisThe Differentiating Instruction With Menus series offers teachers exciting tools to challenge and reach both gifted and advanced students in the classroom. Whether these students need enrichment, choice in independent practice, or even additional academic options resulting from curriculum compacting, these books provide teachers a complete ready-to-use resource. Each book includes a rubric that can assess different types of products, free choice proposal forms to encourage independent study, specific guidelines for each of the products included in the menus to save the teacher time, and challenging menus to meet the needs of these diverse higher level learners.Differentiating Instruction With Menus: Language Arts (Grades K-2) contains attractive reproducible menus, based on the levels of Bloom''s revised taxonomy, that students can use as a guide when making decisions about which products they will develop after they study a major concept or unit. Topics addressed

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Book SynopsisReader''s Theater . . . and So Much More! is written for grades 3-4. This exciting resource contains plays, skits, and independent research activities with an innovative twist for differentiated instruction. This high-interest book of humorous skits and plays is a jumping-off point for research and creativity for students of all ability levels. Each of the reader''s theaters comes with suggestions for differentiating and extending the lesson''s content. These plays not only provide a legitimate reason for students to reread texts and practice fluency, but they also promote cooperative interaction with peers.Grades 3-4

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Book SynopsisWith this journal, Dr. Luz Casio offers her authentic voice in a way that centers her bilingual and bicultural knowledges, experience, and perspectives. At the same time, her reflection prompts provide opportunities for readers to center their own cultural knowledges and perspectives as valid counternarratives to what has dominated the field.A regular practice of using a learning journal provides a window into your own inner wisdom, wonderings, and visual metaphors. Looking back through the pages, you begin to see who you are now and uncover who you want to be.Although this journal was created as a companion to The Visionary Director, it can also be used as an independent learning tool. The reflection prompts can be used for course discussions and assignments, as well as in professional learning communities (PLC). Con este diario, Dra. Luz Casio ofrece su voz auténtica de una manera que centra sus conocimientos, experiencias y perspectivas bilingües y biculturales. Al mismo tiempo, sus sugerencias de reflexión brindan oportunidades para que los lectores centren sus propios conocimientos y perspectivas culturales como contra narrativas válidas de lo que ha dominado el campo.Una práctica regular de usar un diario de aprendizaje proporciona una ventana a su propia sabiduría interior, preguntas y metáforas visuales. Mirando hacia atrás a través de las páginas, comienzas a ver quién eres ahora y descubres quién quieres ser. Aunque este diario se creó como complemento de The Visionary Director, también se puede utilizar como una herramienta de aprendizaje independiente. Las sugerencias de reflexión se pueden utilizar para discusiones y asignaciones de cursos, así como en comunidades de aprendizaje profesional (PLC).

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Book SynopsisThe role of Dean of Students is pivotal: in students’ lives; for their institutions as a conduit to senior administration about issues of concern to students; as a figure who can coordinate disparate campus constituencies -- from academic affairs and athletics to campus safety and relationships with parents and alums; and as a crisis manager.What preparation, skills, dispositions, and knowledge do DOSs need to be effective in their role; and, indeed, what areas and range of activities generally fall under their responsibility?Through chapters by experienced DOSs – from early career to veterans and in between – this book provides vivid first-hand accounts of what’s involved in managing the multiple roles of the deanship, its immense personal rewards, the positive impact that practitioners can make in the lives of students, and on campus policy and environment, without glossing over the demands on time and the concomitant stresses. The contributors describe the paths they followed to take on the role, and what they do to keep current.Each chapter offers a wealth of anecdotes that provide an insider’s feel for the daily life of the DOS, and how incumbents have found ways to integrate family and personal needs with the discharging of their often demanding responsibilities. The contributing authors offer valuable advice on setting priorities and dealing with issues as varied as setting budgets, creating an effective team, delegation, and addressing student conduct issues. They offer guidance on developing allies across campus, keeping up to date with trends and legislation, and building a network of mentors and advisors through professional associations and connection with their peers at institutions around the country. The book concludes with some perspectives about the meaning and purpose of the dean of students role in our current era and as we look to the future of higher education.The dean of students is a challenging role because it is often the one administrator thrust onto the frontlines to meet students not only at their best, but also at their worst. This person is an advocate and educator, disciplinarian and friend, confidant and counselor, and advisor and parent all rolled into one. Keep Calm and Call the Dean of Students offers a unique window into this challenging and rewarding position that will appeal to sitting deans; to those seeking this role; and to senior leaders in higher education seeking to appoint a DOS and/or organize a dean of students portfolio of responsibilities.Trade Review"The role of the Dean of Students on campus has provided a home for student support, advocacy and crisis management for decades. Keep Calm and Call the Dean of Students uses the voices of past and present student affairs professionals to provide insight into 'a day in the life' of the Dean of Students. This is an excellent resource for those in current Dean of Students positions and for those aspiring to be in the role at some point in their career.”Vernon A. Wall, Director, Business Development at LeaderShape and President and Founder, One Better World, LLC; 2020–2021 President ACPA – College Student Educators International“Keep Calm and Call the Dean of Students is a publication which honors one of the most legendary and important positions of student affairs. Regardless of our position in student affairs, all of us serve in some form of a Dean of Students capacity to our students and campus. This book helps us understand the complexities of this important role, skills necessary for success, and strategies for thriving. I appreciate the diverse voices represented in this book from the legends to the current to the future."Lori Reesor, Vice Chancellor for Student AffairsUniversity of Wisconsin-Madison"A timely contribution to the literature, Keep Calm and Call the Dean of Students provides insight into the complexity of the Dean of Student position and the skills and abilities that one must have to be successful in the position. The authors capture the diversity within the position across different institutions and the commonalities among those serving in these roles. A must read for those contemplating the role and those responsible for hiring and supervising Dean of Students!"Amy Hecht, Vice President for Student AffairsFlorida State University"When most people hear the term 'Dean of Students' they attach great importance to that role, given the historical prominence of the position in campus life. The authors included in this book bring the DOS position to life and validate the significance that is attached to the role. In this volume readers will gain essential insights into the role from pioneering Deans and contemporary innovators. This book will stimulate your thinking and enrich your practice."Larry D. Roper, Professor of Language, Culture and SocietyOregon State University"Bridging the gap between students, administration, and campus constituents can be stressful, time-consuming, unpredictable—and extraordinarily fulfilling. Keep Calm is a must-read for student affairs professionals tasked with balancing the responsibilities of an educator, mentor, and crisis manager. From relatable challenges to humbling experiences, each anecdote explores the evolving nature of student advocacy, emphasizes the importance of engaging in difficult but necessary conversations, and captures just how rewarding this career can be."Ajay Nair, Ph.D. PresidentArcadia University; Former Senior Vice President and Dean of Campus Life at Emory University"Being a Dean of Students should be a TV series with both drama and comedy episodes but mostly filled with inspirational scripts of changing the lives of college students. The Deans in this book have hundreds of those stories that inform, warn, teach, envision, and inspire! This book is a must-read, behind-the-scenes perspective into this fascinating position."Susan R. Komives, Professor EmeritaUniversity of Maryland, former Dean on three campuses, and former President of ACPA and CAS"This is the ideal handbook that provides much needed advice and insight to one of the most important, essential roles on a college campus. From dealing with complex and challenging student situations, crisis management, and work-life balance, this will be useful in setting a foundation on what to expect from a Dean of Students. Being the first of its kind, this is a must read for higher education professionals, at any stage in their career.”Patricia A. Whitely, Vice President for Student AffairsUniversity of MiamiTable of ContentsForeword—Bridget Turner Kelly and Robert D. Kelly Acknowledgments1. Setting the Stage—Art Munin 2. The Roads Traveled. On Becoming a Dean of Students—Jacob Diaz, Adam Goldstein, and Lauren Scott Rivera 3. The Juggling Act. Navigating Competing and Complicated Demands—Shadia Sachedina and Anna Gonzalez 4. Student Concerns, Advocacy, Support…and YOU!—Denise Balfour Simpson and Akirah J. Bradley 5. Dean on Call. Life Skills for the Effective Dean of Students—Anne Flaherty and Rob Wild 6. The 360-DegreeView of the Dean of Students—Penny Rue and Marla Morgen 7. By the Seat of One’s Pants. Reflections of a First-Year Dean of Students—Vijay Pendakur 8. Wrinkles, Gray Hair, and Enormous Gratitude. Four Decades as a Dean of Students—Sue Wasiolek 9. The Dean of Students in Retrospect and Prospect—James J. Rhatigan and James W. Lyons 10. The Essence of Being a Dean of Students—Lori S. White Editors and Contributors Index

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Book SynopsisWith costs rising, traditional college student populations shrinking, and pundits predicting that huge numbers of colleges will close in the next few decades, small colleges cannot afford to pretend that business-as-usual can sustain them. This book offers five emerging models for how small colleges can hope to survive and thrive in these very challenging times: Traditional; Integrative; Distinctive Program; Expansion, and Distributed. In addition to offering practical guidance for colleges trying to decide which model is for them, the book includes brief institutional profiles of colleges pursuing each model. The book also addresses the evolving role of consortia and partnerships as an avenue to provide additional innovative ways to manage cost and develop new opportunities and programs while maintaining fidelity to mission and strategic vision.Trade Review“Mary Marcy’s Small College Imperative is an urgent reminder that the all too familiar status quo approach in no longer viable, and offers a timely blueprint for institutional transformation: five basic business and educational models for small colleges; institutional examples under each model; and risk evaluations for each. Higher education’s challenging “new normal” environment calls for decision making at a pace heretofore unknown within the academy. Consequently her Imperative is a clarion call for an immediate and rigorous analysis of sustainable institutional mission, market and outcome expectations.”Doug Orr, AGB Senior Fellow and Consultant, and President EmeritusWarren Wilson College“If there is a more astute analysis of the state of small colleges and universities in the U.S., or a savvier articulation of how to adapt and lead in this complex environment, I am unaware of it. Marcy forthrightly describes the key challenges facing small colleges, provides an accessible and comprehensive framework for categorizing strategies for innovation, and utilizes case studies that showcase different paths forward, thereby avoiding being pejorative and suggesting a panacea or silver bullet solution for every institution. This book is essential reading for academic leaders, board members, and students aspiring to leadership positions in higher education.”Cathy A. Trower, President, Trower & Trower, Inc., and former research director at Harvard Graduate School of Education“Anyone interested in the future of small private institutions—presidents, faculty, board members, administrators, and others—will find much value in The Small College Imperative by Mary Marcy. The thoughtful overview of the environment in which these colleges function is coupled with clear descriptions of five emerging models for small institutions. Marcy’s imperative—that fundamental change is necessary for survival and mission delivery—is spot-on and offered in compelling terms and with thoughtful guidance. The book provides readers with a clear-eyed look at challenging trends as well as reasons to hope for a healthy future for small institutions.”Susan Whealler Johnston, President and CEONational Association of College and University Business Officers (NACUBO)“Mary Marcy offers a compelling narrative, detailing the ways in which small independent colleges and universities make significant contributions to the diversity and richness of American higher education. In the process, she outlines five models for addressing the rapidly changing landscape of higher education, while issuing an invitation to presidents and boards to lead change. The result is a comprehensive roadmap which charts the path toward a sustainable future for independent higher education and responds to an increasingly skeptical public.”Lynn Pasquerella, PresidentAssociation of American Colleges & Universities“Over the years I’ve worked with college and university leaders, I’ve seen many shift from confidence to apprehension about their institution’s future. For them, Mary Marcy’s book is a must-read. Identifying a taxonomy of approaches that small private colleges and universities are adopting to respond to challenges in the current higher education environment, Marcy offers examples of each approach and suggests how institutions might consider which is best for them. Her book should be used to stimulate and inform conversations among trustees, administrators, and faculty about how they might move their institution from ‘survival to sustainability.’”Judith McLaughlin, Faculty Director, Higher Education Program, and Educational Chair, Harvard Seminar for New PresidentsHarvard Graduate School of Education“Mary Marcy's book is an essential read for everyone who cares about the future of small colleges. Such institutions are woven into the fabric of the United States, yet a demographic shift across the country threatens their future. Most of the conventional wisdom is that small colleges are on the brink of closure. But Marcy provides a different, hopeful, and inspiring outlook. This book is the blueprint for how these institutions can reinvent themselves for a future where they both survive and prosper.”Jeffrey Selingo, author of the New York Times bestsellers, College (Un)Bound and There Is Life After CollegeTable of ContentsForeword Acknowledgments 1. The Shifting Landscape 2. From Survival to Sustainability 3. Five Emerging Models of Small Colleges and Universities 4. Understanding the Traditional Model 5. Understanding the Integrated Model 6. Understanding the Distinctive Program Model 7. Understanding the Expansion Model 8. Understanding the Distributed University Model 9. Choosing a Path 10. Going it Alone? The Evolving Role of Consortia and Partnerships Epilogue References About the Author Index

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Book SynopsisIn an era of constant connection, it can be challenging to prioritize time for reflection. Taking time to think can feel like a luxury or even a waste time. People facilitating complex leadership processes may feel the least able to pause and reflect. However, it is through intentional reflection that we make meaning of experiences, connect ideas, question assumptions, and generate innovative possibilities. By taking time to reflect, individually and with others, learners can see the full picture of an experience, understand their thought processes, and enhance their capacity for leadership. Beyond individual reflection, by engaging in reflection on social issues with others, leaders can be empowered and enabled to create positive changes. This book is a clarion call for educators and learners to make reflection a central priority.Reflection, the process of making meaning of experience, and leadership, a relational process for affecting change, are enhanced by one another. Together, they strengthen the potential for leadership learning through experience. This book addresses challenges for reflection in leadership learning while also connecting it to timely topics. It begins with connections between reflection and leadership and then introduces a framework for reflection in leadership learning. Reflection is a powerful strategy curricular and co -curricular learning; for instruction and assessment, reflection in leadership learning can benefit from both intentional framing and feedback. As socially constructed concepts, both reflection and leadership have historically lacked clarity; to add to the confusion, critical reflection is often interchanged with reflection. This book introduces a continuum of critical reflection in leadership learning. In order to facilitate reflection in leadership learning, educators must engage in the inner work of becoming reflective educators. Finally, in the face of complex social challenges, reflection, leadership, mindfulness, and resilience are juxtaposed in order to highlight how these concepts are reliant upon one another.Reflection in leadership learning is essential for anyone who wants to develop their capacity for leadership. When faced with complex social issues and challenges at a global scale, the only way to make progress is through collective action that results from critical reflection. To develop more resilient and mindful learners who can adapt to changing circumstances, educators must center reflection in leadership learning as a philosophy, pedagogy, outcome, and strategy. This book provides a balance of theory and practice to empower and enable educators to engage in reflective leadership learning.

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Book SynopsisThrough courses, internships, community engagement, social organizations, and daily interactions with others, every day we accumulate experiences; however, learning does not happen through experience but from reflection on experiences. This manual provides guidance for facilitating reflection in leadership learning and features over 50 activities from 52 reflective leadership educators. Guided by a framework for reflection in leadership learning, we focus on six methods for reflection: contemplative, creative, digital, discussion, narrative, and written. Through prioritizing time, holding space, and asking questions that challenge assumptions, educators facilitate reflection in leadership learning. This intentional focus on making meaning of leadership processes enhances the capacity of learners to work collaboratively for change.

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Book SynopsisThe experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic.Part One: Who is a First-generation College Student? provides the reader an entrée into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students’ identities.Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.Trade Review"In this edited volume, Robert Longwell-Grice and Hope Longwell-Grice, alongside the contributing authors, have extended to us an invitation and a challenge to honor the whole identities and lived truths of first-generation students. This book is a necessary read for educators, policy makers, and administrators looking to support first-generation students. Through research that highlights the complexities of the first-generation student population, features identity-based support programs, and calls attention to how we can center the dignity of our first-generation students, I am moved to be a more loving and informed educator. This is a significant justice issue of our time."Mamta Motwani AccapadiVice Provost for University Life, University of Pennsylvania"Robert and Hope Longwell-Grice are among a very select group of scholars who can be considered respected authorities on the demographics and issues of first-generation college students. They have presented and published on this topic for the past twenty years. In this volume, they complement their own considerable knowledge by gathering an impressive assemblage of other renowned scholars to explore carefully a wide array of identities and nuanced topics within the first-gen community. The result is one of the most comprehensive and thorough examinations of first-generation college students ever produced."Michael J. CuyjetProfessor Emeritus, University of Louisville"FINALLY…A BOOK THAT “GETS IT!” At the Intersection is an aptly titled new work from the team of Robert and Hope Longwell-Grice that offers tremendous insight on the complicated journey taken by First-Generation students to and through college. What is different about this book is that, as the collective authors note, the First-Generation students of today hail from a diverse array of demographic, cultural, and socioeconomic backgrounds that are not some sort of inconvenient challenges to be transcended — as some prior 'experts' seem to have suggested — but, rather, strengths and characteristics to be understood and appreciated as these students stand at the complex intersection of their respective personal worlds and the institutions of higher education they attend. As a university graduate school faculty member whose students are preparing to work as higher education administrators, I consider At the Intersection to be a critical resource, offering the sort of essential guidance these future professionals are going to need to support, and learn from, the First-Generation students with whom they will be working. Kudos to Rob and Hope Longwell-Grice for not only the content but also the long overdue tone and message of the book!Thomas GraceCollege of Education and Human Services, Montclair State University"The phrase First-Generation Student has become such a ubiquitous moniker in higher education that the diversity of experiences and needs of the first-in-family enrolled college students it denotes has been obscured and reduced to a hollow catchphrase. In their edited text, At the Intersection: Understanding and Supporting First-Generation Students, Robert and Hope Longwell-Grice—along with an assemblage of expert scholar-practitioners—recapture the value and substance of the designation by providing readers with an accessible primer and guidebook. At the Intersection offers readers an instrumental resource for understanding and effectively responding to these students’ divergent, shared, and intersectional identities in service of their access, retention, learning, well-being, and success."Jason A. LakerProfessor of Higher Education, Student Affairs, and Community Development, San José State University"I loved At the Intersection. As a first-generation college student myself who ended up a dean at a major university, the content of this book tells a lot of my story, both the challenges I had to work through and the supports I needed to make it. The section on identity makes this an imperative read for understanding today’s first-gen population. The section on recommended programs, policies, and practices makes it essential reading for faculty and students in student affairs, student success, counseling, and higher education. It’s also a quick and lively read!"Ellen McIntyreDean, College of Education, Health, and Human Sciences, University of Tennessee"If you care deeply about the dynamic, lived experiences of first-generation college students, then this book is a must-read. This book has garnered critical conversations and insightful contributions to embolden our deep understanding of the kaleidoscope of identities first-generation college students possess. This is the book I longed to see when I first started researching first-generation college students! This book is surely seminal and paves a path forward for all of us to recognize the untold stories of first-generation college students."Lindsay RomasantaDirector of Student Success Programs, UC San Diego, and Co-editor, NASPA Journal on First-Generation Student Success"This book beautifully and boldly unveils the marriage between the body of research and on-the-ground experiences of first-generation students--from an intersectional approach that is often overlooked. As a first-generation graduate, I urge every staff and faculty member to read At the Intersection to understand the complexities of a student’s journey beyond academic determinants. If you are passionate about understanding, cultivating, and amplifying first-gen students’ success, start here."Jocelyn G. SalcedoMember, Class Action First Gen Summit Planning Committee and Career Engagement Coordinator, Bennington College"This exciting new text is a welcomed addition to the higher education landscape and offers a critical, and deeply important, examination of the intersectional nature of the first-generation college student identity. As we attempt to rid the first-generation space of misconceptions and deficit-based approaches, this book thoughtfully considers the importance of understanding how multiple identities shape the college-going experience. Moreover, the intersectional nature of the first-generation identity must be central in scholarship and service-provision as we welcome a shifting demographic into higher education. The premise that we must consider and reconsider all that we know and do not know about first-generation students is a consequential and necessary reminder for us all."Sarah E. WhitleyAssistant Vice President, Center for First-generation Student Success, NASPA"A large body of literature has demonstrated that first-generation college students face more challenges than their peers in accessing, persisting in earning, and completing degrees. Importantly, these challenges vary on the basis of social class, race, ethnicity, gender, sexual identity, and citizenship status. However, the literature too often treats first-generation college students as a monolith whose needs can be met in a one-size-fits-all approach. Enter At the Intersection: Understanding and Supporting First-Generation Students, edited by Robert Longwell-Grice and Hope Longwell-Grice. This volume includes many nuanced and timely contributions that use an intersectional lens to explore the diversity of experience and needs among first-generation college students.The editors carefully designed the volume with the needs of instructors in mind. The three sections, which focus on defining the first-generation college student, exploring intersections of this identity, and describing program supports targeted to this population, each begin with a review of the literature followed by chapters focused on relevant research and theory. Each section also contains a couple of thought pieces called “Critical Conversations,” which encourage the readers to delve more deeply into the ideas discussed in the sections and which include discussion questions helpful for organizing students’ thoughts and reactions. Overall, the book provides an excellent introduction to the literature on first-generation college students. The organization of the volume makes for a welcome addition to college courses."Teachers College RecordTable of ContentsPreface— Hope Longwell-Grice Introduction—Robert Longwell-Grice and Hope Longwell-Grice Part One. Who Is a First-Generation College Student? 1. A Review of the Data—Robert Longwell-Grice 2. Unpacking First-Gen Discourse. A Sociological Perspective—Steven P. Dandaneau 3. Setting the Foundation. Understanding the Impact of College on First-Generation Students—Ryan D. Padgett Critical Conversation One. First-Gen or Working Class? The Politics of Terminology—Sherry Lee Linkon 4. Background Characteristics of First-Generation Students and Their Reasons for Pursuing Higher Education—Khanh Bui 5. Message Received. Parental Encouragement and Its Effect on the College-Choice Process—Michael J. Smith Critical Conversation Two. Inheriting Inequality. Hidden Challenges of First-Generation Students—David Hernández Part Two. The Intersections of Identity 6. The Nuances of First-Generation College Students’ Social Class Identity—Sonja Ardoin 7. I Don’t Need Any Help. Working With First-Generation, Low-Income, White Males—Roxanne Moschetti Critical Conversation Three. Reflections on Being a First-Generation, African-American Male College Student—Nate Deans Jr. 8. Dual Invisibilities. The Intersection of First-Generation and LGBTQ Identities—Pheng Xiong 9. First-Generation Latinx Students’ Information Seeking at College—Vasti Torres, Lucy LePeau, and Yvonne Garcia Critical Conversation Four. First-Generation and Undocumented—Ana K. Soltero López 10. It’s All About the Journey. Exploring the College Experience of First-Generation Women—Nicole Zervas Adsitt 11. Crossing Bridges. First-Generation Native American Students at College—Les Riding-In and Scott Amundsen Critical Conversation Five. Project MALES—Victor B. Sáenz, Emmet Campos, Mike Gutierrez, and Rodrigo Aguayo Part Three. Programs and Practices 12. And the Research Says… Program Supports Across the Spectrum—Robert Longwell-Grice and Mackenzie Hoffman 13. College Preparation Through College Access and Support Programs— Staci Weber Critical Conversation Six. It’s All a Bunch of B.S.. How Institutional Jargon Creates In-Groups and Out-Groups in Higher Education—Sonja Ardoin 14. Supporting Transfer for First-Generation Community College Students—Gloria Crisp, Rebecca Robertson, and Elizabeth Cox Brand Critical Conversation Seven. Moving on in Milwaukee. Easing the College Transition Process for 2-Year College Students—Pablo Muirhead 15. Learning Where They Live. First-Generation College Students in the Residence Halls—Paul Gallagher Critical Conversation Eight. Advice for Advisers—Hadyn K. Swecker and Matthew Fifolt 16. Career Development Needs of First-Generation College Students—Heather Maietta Critical Conversation Nine. They’re Here, Now, What Can We Do to Keep Them?—Katharine Moffat 17. Admissions Isn’t Access. First-Generation College Graduates in Medical Schools—Hyacinth Mason, Jeffrey Winseman, and Erin Ayala Critical Conversation Ten. Becoming the Architect. First-Gen Graduate Students Claiming the Label—Adj Marshall 18. When First-Generation College Students Become Doctoral Candidates—Heather Maietta Critical Conversation Eleven. How a College Rebuilt Itself by Centering First-Generation College Students—Staci Weber Epilogue. What’s in a Name? Narratives and Counternarratives of the First-Generation Moniker—Rashné Jehangir and Kelly Collins Contributors Index

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Book SynopsisDespite continued growth in enrollments, graduate program attrition rates are of great concern to academic program coordinators. It is estimated that only 40 to 50 percent of students who begin Ph.D. programs complete their degrees. This book describes programs, initiatives, and interventions that lead to overall student retention and success.Written for graduate school administrators, student affairs professionals, and faculty, this book offers ways to better support today’s graduate student population, addresses the needs of today’s changing student demography and considers the challenges today’s graduate students face inside and outside of the classroom. The opening section highlights the shifting demographics and contextual factors shaping graduate education over the past 20 years, while the second describes institutional practices to develop the requisite academic and professional development necessary to succeed in master’s and doctoral programs. In conclusion, the editors curate a conversation about different ways institutions can support graduate students beyond the classroom.Trade Review“This book is timely and important because the experiences and education of today’s graduate students relate directly to the future of our country and the broader world—to the innovation, insight, creativity, health, collaborative skill, and imagination that graduates bring to the work that they will do for many decades, in education and across a wide range of other sectors."Ann E. AustinFrom the ForewordTable of ContentsForeword—Ann E. Austin Introduction—David J. Nguyen and Christina W. Yao Part One. Navigating Contexts and Identities 1. Trends in Graduate Education Participation Between 1998 and 2018 —David J. Nguyen 2. Moving Towards Culturally Responsive and Inclusive Support for Online Students —Christina W. Yao and Crystal Garcia 3. Mentoring Domestic and International Graduate Students of Color — Francena Turner, HyeJin (Tina. Yeo, and Eboni M. Zamani-Gallaher 4. First Generation Graduate Students. Reducing Barriers with Support Mechanisms — Sonja Ardoin and Maria Erb 5. How Unique Ways of Knowing, Being, and Learning Contribute to Persistence Factors Among Underrepresented Graduate Students — Colin Ben and Jessica Solyom 6. Unveiling the Hidden Curriculum within Graduate Education — Chelsea Lyles, Natali Huggins, and Claire Robbins Part Two. Addressing Academic and Professional Skill Development 7. Teaching Professional Development for Graduate Students — Lucas B. Hill 8. Fostering Unique Scholarly Voices. Developing Graduate Student Writing Skills — OiYan Poon, Josefina Carmona, Carmen Rivera, and Kim Nehls 9. Participating in Professional Associations — Kim Nehls 10. Engaging in International Opportunities —Meggan Madden and Jennifer Donaghue Part Three. Supporting Graduate Students Beyond the Classroom 11. Considering Graduate Student Mental Health —Carmen M. McCallum, Sarah Kurz, Emily Boerman, and Allison Boone 12. Exploring the Role of Graduate Student Career Development in Higher Education. How Resources Evolved —Jake Livengood 13. Graduate Student Financial Considerations —Phillip Schumann, Salome Aluso, and David J. Nguyen 14. Engagement in Graduate Students Organizations and Programming —Matthew M. Couch and Kerry Hodak 15. Doing it All But Not All the Time. Shaping Work-Life Balance for Graduate Students —A. Emiko Blalock, Katy B. Mathuews, and Nichole Lor Conclusion. New Directions for Supporting Graduate Students Editor and Author Biographies Index

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Book SynopsisHigher education and America stand at a perilous moment brought about by economic and social inequality, racism, and the fracture of civic cohesion and structures. From its origins, the mission of American higher education was to promote democratic governance and a free, fair, and orderly society through the education of responsible citizens. Just as its mission has become more urgent, it is being undermined as colleges and universities find themselves trapped in a fiscal crisis that threatens their very institutional viability—a crisis in large part brought about by the very perpetuation of economic and racial inequity, and the consequent erosion of consensus about civic purpose and vision.This book argues that higher education can and must again take leadership in promoting the participatory processes and instilling the democratic values needed to build a vibrant and fair society. How to do that when, as Guarasci argues, a majority of colleges and universities are floundering under a business model that generates insufficient net revenue while making college unaffordable?Guarasci offers a model of civic mission and engagement whereby, through relatively modest investment, colleges can develop reciprocal partnerships with local institutions, civic, and business groups to raise the quality and outcomes of K-12 education, promote local entrepreneurship and community involvement, raise incomes, and increase the attainment of postsecondary education to benefit the wider national economy and colleges around the region and country. He demonstrates how civic engagement can revitalize communities and generate developmental and foundation funding.Vividly illustrated by the examples of success of students from the shadow community to which Wagner College committed its energies and resources, by the stories of the local schools and their principals, and the voices of local partners, this book offers a compelling and detailed account of what it takes to transform an institution and a neighborhood—and a model of renewal.A Co-Publication with AAC&UTrade Review“Neighborhood Democracy is an incredibly timely and important book, which rightly highlights the interdependence between American democracy and higher education. It is incumbent upon higher education to renew its civic mission in order to strengthen an increasingly fragile democracy. Dr. Guarasci appropriately challenges higher education to take responsibility for its unique role in democratic societies. As enduring organizations remaining in their geographic areas, institutions of higher education are anchor institutions within and around neighborhoods in which the impact of a crisis in democracy and persistent inequities are experienced. As Dr. Guarasci maintains, this continuous local presence of colleges and universities is essential to how higher education can deepen democratic civic engagement with a wide array of stakeholders in neighborhoods with a special emphasis on communities of color. This responsibility is not a departure from higher education’s mission and purpose. In fact, the civic learning and practice stressed in Neighborhood Democracy is a fundamental and mutually transformative pursuit for colleges and universities in our contemporary context and into the future.”Dr. David MaurrasseFounder and President of Marga Incorporated; Director of the Anchor Institutions Task Force; Adjunct Research Scholar at the Earth Institute; Adjunct Associate Professor at the School of International and Public Affairs at Columbia University"A timely, informative, and inspirational book highlighting the importance of educating for democratic citizenship. It speaks to transformative university and community partnerships with an exciting vision to help solve society's grand challenges: climate change, education access, immigration, mass incarceration, public health, race and inequality, and voter engagement. A must read for Presidents, Provosts, and faculty who are working to develop the next generation of exceptional leaders our society needs."Jan Risë LissExecutive Director, Project Pericles"American democracy and our system of higher education both face perilous times. Drawing on his years of innovation and community engagement as president of Wagner College, Richard Guarasci makes a compelling case that these bedrock institutions can be revitalized through meaningful university neighborhood partnerships. Moving beyond theory to actual practice, Neighborhood Democracy is both an important call to action and a helpful guide for solution-seeking institutional leaders everywhere. Well worth reading!"Beverly Daniel TatumPresident Emerita, Spelman College"Dr. Guarasci has show that liberal arts colleges can do remarkable good in society by developing partnerships with the community, especially communities in economic need. Guarasci shows that higher education can effect change in tangible, meaningful ways. Should be required reading for all college presidents."Kurt M. Landgrafformer President of Washington College, COO of DuPont, and President of the Educational Testing Service"What Neighborhood Democracy does so well is provide the historical context and real-world examples to help educators understand how successful partnerships work and how the benefits to both the communities served and institutions create positive, sustaining contributions."Emily HolmesThe University of Southern Mississippi, Hattiesburg, Mississippi, USA, Community College Journal of Research and PracticeTable of ContentsForeword—Timothy K. Eatman Preface Acknowledgments 1. Democracy in Peril 2. Universities in Crisis 3. The Democratic Mission of Higher Education 4. Democratic Education and Civic Purpose 5. Making the Case for Neighborhood Partnerships 6. Models of University Neighborhood Partnerships 7. Profiles in Practice 8. Anchor Partnerships and Community Impact 9. The Role of the National Associations of Higher Education 10. Toward Neighborhood Democracy and the Engaged University About the Author Index

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Book SynopsisWritten by David Dixon, Leadership for Sustainability: Saving the planet one school at a time is a stirring and informative greenprint to help school leaders play their part in making their schools more environmentally friendly and better places to learn for all.Trade ReviewLeadership for Sustainability develops the reader's understanding of green issues and sustainability and sites them within the context of school leadership, learning, emotional intelligence, curriculum innovation and school improvement. The focus on transformational leadership and linking the local to the global, supported by grounded examples from the author's own practice and that of others, makes possible the planning and actions needed in order to implement a whole-school sustainability agenda that is more than just a tokenistic gesture. The book offers concrete ideas to develop a school culture in which the sustainability agenda is supported by, and supports, a learning culture focused on equity and inclusion.The radical changes needed to create a greener school are embedded in examples of deliberate and explicit acts of transformation that link together school staff, students, families and the community as equal partners. As David says, 'sustainability is literally life, the universe and everything' - and fortunately for school leaders he offers a clear contextual exploration of the issues and a road map that will allow each school to plan its own journey while seeing itself as part of the global challenge to save the planet one school at a time.Chris StrakerIt is clear that students are concerned about a future, their future, in a world of altered climate and constrained resources. Survey after survey tells us this and yet we move glacially, if at all, towards solutions that might give them confidence. As educators, our priority is to make the abstract, distant and global into something that is real, now and local. If we are making learning visible, we need to make sustainability visible. This is what David Dixon has done in writing Leadership for Sustainability. He has given schools a way forward - a method of taking control at a local level and delivering, for students and their community, a practical way of making a difference. He also realises that the best protagonists are created in primary schools. (I've seen first-hand how effective smaller environmentalists can be!) Yes, we need systemic change, but we also need to get everyone on board to support such measures. The best way is to start at home - and this book is an excellent place to begin that journey.Dr Paul S. GandertonIn Leadership for Sustainability David Dixon provides inspiration and practical advice on how to embed sustainability, based on significant evidence and authority of experience working across multiple schools. But he argues there is a moral 'captaincy' required to take the initiative in the face of wider system and external pressure, echoed by Lord Knight in the foreword. Leadership for Sustainability is not a neutral book. At each turn, Dixon's personal values and purpose shine through his words, and he is unafraid to challenge the status quo and big names. He elegantly describes what it really means to be a leader with sustainability as one of your values, as much as the operational process by which you might accomplish the aim of moving your school estate to net zero. The provocations and reflections in each chapter help to frame the discussions, and form the starting point for your own journey towards leadership for sustainability, if you have courage enough to grasp them. This is a provocative and challenging book for traditional leadership models.Dixon looks at the key ideas that shape thinking about sustainability, with well-recognised theories made accessible to all, and builds on his doctoral study of successful Eco-Schools leaders to explore methods, policies and language approaches, and ways to embed the existing knowledge and Sustainable Development Goals structures into schools effectively. He also examines the ways that curriculum can be used to educate and inform pupils, and the wide range of ideas that can be integrated into a school environment. As a geographer, I found familiar and reassuring the intent of learning beyond the classroom, and the integration of place and space into environmental education, but Dixon's ideas go beyond the traditionally academic and into the moral and character education of the child too. Eco-Schools and forest school practitioners alike will recognise a lot of his principles and embedded ideas, and welcome the support for their aims, but Dixon draws on his wide experience to offer lots of routes and options. A great example is the systematic analysis of the need for training, expertise and even the Royal Horticultural Society as part of a 'grow your own' case study example! Dixon also turns his attention to the campus, and the structural work that can be done to bring sustainability into the built environment. Here, Dixon's sense of personal example and captaincy is perhaps at its strongest and most provocative, and his determination and pursuit of marginal gains shines through. Finally, in Chapter 5, the wider sense of community integration is explored, with a thoughtful review of the historical development of the role of schools as community centres over time. This book, then, is as much a challenge and call to action for leaders to use their powers and make their own decisions for social and climate justice, as it is a practical and realistic framework of working with real pupils in real schools.Dr David PreeceRooted in experience and encouragement of what can be achieved, Leadership for Sustainability provides school leaders with an inspiring 'greenprint' for embedding sustainability throughout school communities. Every school should have access to this book to support their vital role at the centre of education for sustainability, so that every young person is equipped for a healthier, happier and fairer future.Dr Elizabeth RushtonThis thought-provoking book is both timely and relevant to addressing issues related to sustainability in schools and global issues linked to COP26. Dixon uses the five Cs of sustainability - captaincy, curriculum, campus, community and connections - as chapter headings to underpin the understanding of why sustainability is important, which I found useful, along with the recommendations for leaders at the end of each chapter. Although this book is primarily geared towards primary settings, there are definite links to secondary schools and extracurricular eco-councils too. In particular, Dixon ensures that the definition of sustainability is unpicked and misconceptions addressed, along with clear links to the United Nations Sustainable Development Goals, and highlights the importance of sustainability as a core geography concept. The book's appendices also present a wide range of policies and strategies which could be implemented in schools to raise awareness of sustainability.Helen Pipe

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Book SynopsisDon't expect a textbook full of highfalutin theories though, this book is rammed full of practical ideas that you can use instantly to help you in your current role or to get the position you want. How do you create a brilliant team? What is needed to establish an awesome ethos? How do you do those difficult personnel things? How do you make an impact? Answers to all of these questions and more are based on the combined 100 plus years of the authors' leadership experience in a wide range of educational settings. You'll find a cornucopia of pick and mix tips, strategies and stuff that really works and will make your leadership brilliant! Leadership doesn't come from formulae or from the latest list of government standards. Neither does it come from the school handbook or a 'values' poster in the staffroom. If you pick up 100 different leadership books you'll find 100 different nuanced definitions. Fundamentally, brilliant leadership is inspiring people to go the extra mile. There's a difference between 'outstanding' and 'brilliant'. Brilliant is self-made, inside out, creative and beyond the bounds of any simple description. Brilliance is a calling and brilliant practitioners go well beyond the call of duty. Middle leaders are the backbone of any school. At their best they challenge, manage, plan, develop and inspire colleagues to make learning brilliant for kids. Middle leadership covers a broad spectrum of roles and titles: curriculum leader, pastoral leader, key stage coordinator, subject coordinator, head of department, school leader, head of year, school leadership, head of house, head of faculty, subject leader. This book is aimed at anyone in middle leadership, regardless of job title, whether long in the tooth, new to leadership or wanting to get into it. Dip into this book and you'll find a wide range of tools, strategies, advice and top tips to help you be your brilliant best. Gary, Chris and Andy cover the myriad of issues facing middle leaders with their customary mix of good humour and solid, experience-informed advice. Topics covered include: starting a new role; whether in a new school or following internal promotion, what your colleagues and the kids will expect of you, identifying personal strengths and areas for further development, shifting your focus from your to-do list to your to-be list, having an impact, building rapport and a team ethos, planting seeds of positivity across the school, tips for holding effective meetings, how to plan improvement which works for your team and meets the expectations of senior leaders, planning, implementing and evaluating change, dealing with negative colleagues, overcoming issues and personnel problems, understanding and owning your thinking, celebrating successes, modelling and sharing best practice and developing a brilliant team. The Art of Being Brilliant series was a finalist in the 2017 Education Resources Awards in the Educational Book Award category.

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Book SynopsisIn Imperfect Leadership: A book for leaders who know they don't know it all, Steve Munby eloquently reflects upon and describes a leadership approach that is strong on self-awareness and positive about the importance of asking for help. Foreword by Michael Fullan. When asked to describe his own leadership style, Steve uses the word 'imperfect'. This is not something he apologises for; he feels imperfect leadership should be celebrated. Too often we are given examples of leaders who are put on some kind of pedestal, lauded as superheroes who have it all worked out and are so good at what they do that nobody else can come close. This book is the antidote to that flawed perception. Imperfect Leadership is an honest reflection upon leadership. It is about Steve's journey, covering his highs and lows and, ultimately, how he learned to refine and improve his leadership. It is about messy, trial-and-error, butterflies-in-the-stomach leadership and about thoughtful and invitational leadership- and the positive impact it can have. At the heart of the book are edited highlights of the 12 keynote speeches delivered to increasingly large audiences of school leaders between 2005 and 2017. These speeches, delivered at the Seizing Success and Inspiring Leadership conferences, form the structure around which Steve's story and insights are wrapped. Steve's account covers some fundamental shifts in the English education system over this 12-year period and describes how school leaders altered their leadership as this context changed. Furthermore, it delves into how his own leadership developed as his personal context changed, and explores how the notion that a leader needs to be good at all aspects of leadership is not only unrealistic, but is also bad for the mental and physical health of leaders and will do nothing to attract new people into leadership positions. Ultimately, Steve hopes that as you read this book you will see the value of imperfect leadership and of the positive impact it can make. For those reading it who have yet to step up into leadership, his sincere wish is that it will encourage and empower aspirational leaders rather than discourage them. Suitable for all those in or aspiring to leadership positions in education.Table of ContentsChapters include:Chapter One: Asking for Help Chapter Two: How Radical Do I Need to Be? Chapter Three: Collaboration Its Joys and Challenges Chapter Four: Being a System Leader Chapter Five: Authentic Leadership Chapter Six: Leadership at Times of Change Chapter Seven: Resonant LeadershipChapter Eight: Power and Love Chapter Nine: Starting Over Chapter Ten: Dark Night of the Soul Chapter Eleven: The Long Wait for Sudden Improvement Chapter Twelve: Ethical Leadership

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Book SynopsisIn A School Built on Ethos: Ideas, assemblies and hard-won wisdom, James Handscombe explores how schooling is more than gaining qualifications, how learning is more than exams, and how academic success comes more readily to those who have grasped this idea. Harris Westminster Sixth Form has had enormous success in providing an academic education for students of all socio-economic backgrounds. This success is grounded in the development of a scholarly ethos that guides students and staff into successful habits - driven by a clear vision for the community and communicated through everything that the school says and does. In this book, founding principal James Handscombe takes readers through the school's development and illustrates its journey by sharing a selection of the assemblies that have underpinned and elucidated its ethos. In doing so he offers guidance on how such a staple of school life can be used to shape a community, and shares transferable lessons on how assemblies can be planned and delivered effectively. Furthermore, James discusses the challenges the school faced during its creation and offers an improved understanding of how academic and scholarly learning can be delivered and developed in a school - whether it be newly formed or already established. He also asks the fundamental question of how schools can encourage and enable disadvantaged young people to aspire to and engage in academic enquiry. Suitable for both established and aspiring school leaders, especially those who are thinking about the kind of school they would like to run and how they can shape it.

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Book SynopsisThrough revealing interviews with most of the main protagonists in education since the Ruskin speech of Jim Callaghan in 1976, including nearly all Secretaries of State, Sir Tim Brighouse and Mick Waters explore several revolutions in state education. In doing so they extract what we can learn from the observations gleaned and assess where we should go from here to enable teachers and schools to raise the competence, learning and horizons of each and every one of their students, whatever their talents,challenges, advantages or problems. Tim and Mick have both spent a lifetime in state-provided education - first as pupils, then as teachers, and finally in various leadership and policymaking positions, both in and out of schools. About Our Schools is born out of their shared love for education and their appreciation of how schooling can be a transformative element in the lives of children and young people.Trade ReviewThis book of historical context, present vexations and plans for a brighter future throws a light on the range of deep-seated barriers that need pulling down if children are to have a productive and enjoyable schooling. Brighouse and Waters offer both national decision-makers and school leaders a nuanced and insightful vantage point to look at the challenge of providing education in a post-pandemic world, and provide suggestions for planning ways forward.About Our Schools is a must-read if you want change in our educational landscape.Martin IllingworthI had to smile when I got to the 39 steps. I read John Buchan's novel at secondary school and the hero, Richard Hannay, sets an example to his readers of an ordinary man who puts his country's interests before his own safety. Mick Waters and Tim Brighouse are extraordinary men who have always put the interests of children first. As the authors tell us, About Our Schools is not meant to be read from cover to cover. Instead, it will become the go-to guide to education in England. A guided tour - with expert guides - through education policy and practice. I hope, and expect, it will be on every student's reading list when they start teacher training and will be kept as an essential reference book.Chris WatermanOver the past six decades and in a wide variety of roles in education, Tim Brighouse and Mick Waters have inspired, challenged and supported teachers and head teachers across the country. Their status as education heavyweights is shown by the truly impressive cast of A-listers interviewed by them in their research for this important new book.About Our Schools is packed with fascinating insights into the motivations of and influences on the secretaries of state for education in England since 1976. It charts the key features of and changes in the education system over the last 45 years, giving the perspectives of key players and sharing amusing and moving tales from the authors' careers. The final chapter also offers a powerful and compelling rallying cry - a manifesto for 'building forward together'. Younger readers will find this a fascinating history lesson, and those who have lived and taught through the years described will find it brings back a host of memories - but all who read it will gain an enhanced contextual understanding of how our education system has evolved.Rachel MacfarlaneWhat has happened to English schools over the past 40 years? Are they stronger after decades of rapid and often bewildering change? Tim Brighouse and Mick Waters, with their extensive knowledge and experience of all levels of schooling, are uniquely qualified to give us the answers. Drawing on lengthy interviews with dozens of leading educational figures - ministers and former ministers, civil servants, directors of academy trusts, school inspectors, local authority officers and more - as well as their own personal recollections, Tim and Mick share new and sometimes shocking discoveries about how decisions that affected millions of children were reached.Through sometimes hilarious anecdotes as well as unfailingly perceptive analysis, this book reveals the truth about what was happening behind the scenes as almost everything in the world of education changed - from the school curriculum to marking schemes, from teaching methods to pupil exclusions, and from the rise of academy trusts to the role of head teachers.Peter WilbyDid you ever miss someone like crazy, thinking that you would never see them again, only to have them show up out of the blue better than ever? That's how I feel about Tim Brighouse and Mick Waters and their new stupendous magnum opus About Our Schools. Based on much original material from interviews with central players including nearly all secretaries of state for education since 1975, and scores of key officials in positions at all levels of the education system in England, About Our Schools is a goldmine of inside thinking and action. It is as if the authors were standing over the shoulders of people when they made significant decisions, asking: 'What were they thinking when they did X and Y?' And Tim and Mick were there much of the time as they worked at all levels of the government, but most of all immersed themselves in the daily lives of the pupils and communities that they served. I can say that I was never bored with a single page. Every chapter was interesting and insightful, and I felt the authors were speaking to me as a reader throughout. The authors' cumulative critique of the worsening of the policies that have been presented over the years is so damning that their solutions bear careful scrutiny. It is time for a new approach to system change, and in the final section Brighouse and Waters serve up six foundational stones to get us started.About Our Schools is a treasure trove of the past, and a treasure map for the future - compiled by two human explorers who combine more than 100 years of caring and action in tackling the most vexing problems of the day. Now I know in detail why I am glad they are back on centre stage.Michael FullanIn About Our Schools, Tim Brighouse and Mick Waters use their considerable experience to reflect on how we got to where we are in education, and what should happen now. Through sensitive and revealing interviews with a range of politicians, policy-makers and practitioners, they argue for a new era in our education system - moving away from the past 30 years of centralisation, marketisation and managerialism. Lucid, accessible and attractively exploratory in tone, the book concludes with some important proposals for reform, including a change in our outmoded accountability system, acceleration of the productive blending of place-based and online schooling, new limits on centralised power and a broader curriculum fit for the education - and diverse experiences and talents - of children and adolescents living in the 21st century.Melissa BennIt seems odd to refer to a book on education as a page-turner, but About Our Schools really is just that. Hardly surprising though, as it has been written by two of the greatest storytellers in the field, whose careers at the heart of the action mean that they know everyone and have a view on pretty much everything. They survey the past and critique current initiatives, always through the lens of the teacher and the child in the classroom. It's full of anecdotes, balanced critiques and a surprisingly compassionate appraisal of politicians. About Our Schools is a masterpiece, and I shall be returning to it again and again.Mary MyattTim Brighouse and Mick Waters are two sages of the educational world that are resisting the call to 'retire to the woods'. We are the richer for their delayed departure. About Our Schools has been crafted to provide information, inspiration and direction for anyone interested in education and social change. These stimulating and informative interviews are testimony to the power of dialogue to connect and transform individuals and communities. These two wise men provide us, in the final chapter, with the foundation stones and steps we need to take in order to continue our shared journey of school improvement. It would be fitting testimony to their efforts over the past 45 years if we followed their advice and good counsel. About Our Schools is essential reading for those interested in understanding our educational past and shaping our educational, social and economic future. The fact that the royalties will go to support the work of Barnardo's and the Compassionate Education Foundation is another good reason to buy the book.Roy LeightonPublications like this are few and far between. I cannot remember the last time I read a book that so skilfully sets out its historical context in an analysis of our current educational landscape and its optimistic vision for the future. Tim Brighouse and Mick Waters have brought their trademark humanity, pragmatism and insight to a fascinating book that has the importance of teachers and teaching at its heart. Drawing on their unrivalled perspectives of our education system over the last 40 years, the authors have created a book that is full of fascinating anecdotes, illustrations and personal accounts that enrich the overall narrative beautifully.The panel of witnesses is a veritable 'who's who' in education over the last several decades, which is testament to the regard in which the authors are held. This has enabled a fascinating set of perspectives on the inner workings of government, with all its challenges, political machinations and surprises. About Our Schools is a must-read for anyone working in education. You may not agree with everything, but it will certainly get you thinking.Andy BuckIn About Our Schools Tim and Mick bring to life, with passion and purpose, the lessons of history and the potential and promise of tomorrow. This book is a masterclass in how our education system shapes and reshapes itself over time, and who better to learn it from than these two giants of the education world. Eavesdrop on their personal memories and recent conversations with a stellar cast of educators and politicians, where nothing escapes their scrutiny - equally warm in their praise and excoriating in their criticism. I cheered mightily at many sections. Tim and Mick love our schools and those who work to improve them, and this heartfelt hope and optimism is imprinted on every page. For those who see these times as a 'hinge of history' and seek a COVID legacy that leads to the transformation of our schools, I urge you to read it. This is an education manifesto like no other. The authors say this is a book to be dipped into. I say it is much more than that. About Our Schools is a book that will keep our 'reservoirs of hope' full at times when we most need it. Buy it, read it, act on it, and keep it close.Maggie FarrarI was hooked from the start in this epic educational journey. Tim Brighouse and Mick Waters are honest, passionate and crystal clear on the values and beliefs that underpin their mission. Blending evidence, including fascinating perspectives from highly influential witnesses, with story-like reflections on their own wealth of experiences, they delve into key themes that have shaped education in England as we know it. Tim and Mick fill their exploration of the history, complexities, challenges and potential of the current system with rich insights, while their bold suggestions to reimagine schooling for a more equitable system make for a rousing conclusion. And, of course, as many expect and admire from these two champions of education, the authors' hope, ambition and collaborative partnership shine through. About Our Schools is just the book to provoke powerful reflection, courageous conversations and concerted action.Louise StollAbout Our Schools takes the reader on a thought-provoking and insightful journey through education policy, positioning and practice in examining the interdependencies, levers and drivers within the school system and the classroom. Most of all, however, the book focuses on the prize of ensuring we have an equitable, engaging and outcome-led approach to equipping our young people to positively impact upon their and our future society. In doing so, the authors reinforce the importance (and difficulties) of working beyond short-term political gains and boundaries, and towards deploying a multi-partner and holistic view of the purpose of benefits of education. Whether you are a practitioner, student teacher, civil servant, community worker, policy-maker or education leader, About Our Schools will both challenge and inform you.Professor Julie MennellEducation in England is in a mess - more so than in the rest of the United Kingdom and in many other countries around the world. Buffeted by pundits and politicians who mostly know much less than they think, we are in desperate need of cool, wise, experienced thinkers who can share their good, deep, well-informed common sense. Hoorah, then, for Tim Brighouse and Mick Waters, two battle-scarred warriors of educational reform who can rise above the fray, remind us of the long view, and talk truth to power. Let us pray the powerful are listening.Guy ClaxtonMore than two men's memoirs, less than a treatise in political science, this fascinating book opens up its readers to 45 years inside the corridors of power in UK education, like no book has ever done before. This work, from two living legends of British education, brings forward extraordinary levels of candour and insight from political figures as ideologically disparate and strategically different as Estelle Morris and Michael Gove. How did academies evolve? What was the purpose of chains and trusts? How has England's education system become so chaotically marketised and incredibly centralised all at the same time? And how should we judge what's happened to the training of teachers and leaders? It's all here, unexpurgated and unplugged, from the mouths of government ministers, civil servants and education professionals. Dip in, breathe deep, keep an open mind, and enjoy!Andy HargreavesIn About Our Schools Tim Brighouse and Mick Waters have brought together their own unparalleled depth and breadth of knowledge about the schooling system, along with invaluable further testimony from movers and shakers at every level in education. Read on!Professor Margaret MadenYou can hear the passion, the decency, the anger, the compassion, and the hope in this insider-outsider story about England's education policy over the past 45 years. About Our Schools documents the storms, showers, glimpses of sunshine, the fronts, doldrums, cloudy times, and ends with brighter spells ahead. It shows the silencing of the profession and the cacophony of experts, the motives, hopes and honesty from many of the key political players, documents a cocktail of unfairness, and is the most exciting and exacting book I have read in a long time.John HattieWith sweeping ambition, Brighouse and Waters' About Our Schools provides a compelling narrative of how markets came to dominate education policy-making since the 1970s - and how we can change course. Throughout the bulk of the book is a detailed review of educational policy in England and its trend towards centralisation, their insights, drawing upon personal interviews with dozens of policy-makers, also ring true for those of us on the other side of the Atlantic. They provide a compelling account of what happened to the hope and optimism of the post Second World War era, avoiding nostalgia, and acknowledging where trust in the system of public education went awry. And by proposing 39 policy solutions ranging from smarter accountability to fairer admissions, the authors deliver a sweeping road map to transform English schools from islands of autonomous competition towards a cohesive, collaborative whole.Dr Adam Kirk Edgerton

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Book SynopsisWritten by Chris Dyson, Parklands: A school built on love is a heartwarming account of Parklands School's transformative journey towards becoming a safe, loving environment in which all of its learners can thrive.Trade Review'Parklands: a school built on love' captures the energy and empathy that you experience when you visit the school. It offers an insight into the wholehearted and warm-hearted commitment of everyone who works in the school and illuminates how and why every child at Parklands develops a love for learning and achievement. It also highlights what is possible when a school connects with, and responds to, the lived experience and needs of their community. Chris Dyson's love for what he does shines throughout.Professor Tim O'BrienI have been in education for 57 years and have worked in so very many wonderful schools with outstanding staff, leadership and ethos, yet I can honestly say - hand on heart - I have never experienced the consistent and absolute belonging and love that envelope every single child in Parklands Primary School, Leeds. The joy, when within school, of the many impoverished children at Parklands is overwhelming and brings a huge smile to my face and an occasional tear to my eye.This book celebrates the saving of a school in one of the most deprived districts in the country, after years of crisis and conflict. It tells the story of how the absolute love and commitment of one head won over the hearts and minds of the children, the staff and the families it serves. It tracks the journey of not only changing the culture of the school but of instilling a huge love of learning and a shared pride in the amazing standards of achievement now seen in all they do.Ros WilsonA hard-nosed take on love as a driver for school improvement. Parklands: A School Built on Love is heart warming and heart breaking in equal measure. It's poignant, punchy and practical. We can't all be Chris but we can all learn from the way he works.Mary MyattHaving had the privilege of working as SENDCo at Parklands for just over 3 years (2017-2020) before retiring, I am one of the lucky ones who have experienced and contributed to the love that underpins and drives the school. This book beautifully sums up the force of nature that is Chris Dyson and the full on journey of the Parklands team to turn the school around with high expectations, consistency, respect, inclusion, team work, music and hearts full of love.There is something for everyone working in schools today to take away and adapt for their own setting.Beth BennettThe parklands story is an incredible example of the power of great leadership, lots of laughter and (in the very words of the author) big love! For all leaders, not just in education, this is a must read if you're interested in creating transformational change. Chris and team - you are genuine change makers!Drew PoveyThere is an honesty, a passion and an integrity that shine throughout this book, sprinkled with snippets of humour, and these combine to make for a fascinating and engaging read. It provides an in-depth insight into what makes Parklands such an exceptional school for children, staff, parents, and governors; team-work, the enrichment of experiences and the securing and allocation of resources are notable features. A visit to this school totally validates the book's key messages - the sharing in an atmosphere of engagement and challenge, of innovation and variety, of care and warmth - a school that serves, supports and challenges its community in equal measure, where love and safeguarding go hand in hand, where children are happy, flourish and excel.This is the sort of school I wish I had attended as a child when growing up in what was euphemistically described as "an education priority area". If only the Parklands' priorities described in this book had been similarly identified and addressed then! Parklands is a school that every child deserves.To every teacher, to every aspiring leader (whatever area you work in) read this book, if possible visit the school - you will not be disappointed!John SharpeParklands isn't just a school, it does everything it can to be the beating heart of the community, a heart filled with love. Not the saccharine Hallmark Valentine's Card love, but the deep unconditional love you reserve for family. That's because everyone who is in the Parklands Community is family.Chris invites everyone in to be part of that family. Locking your community outside the school gate builds barriers, getting them through wide open doors and making them feel welcome builds trust, relationships, and a sense of belonging. This book shares how Chris and the staff at Parklands have built all of that and used it as a launch pad for the success of their pupils.Ben BrownWhat a book! What a school! Having been lucky enough to have tears of joy streaming down my face at hearing the whole school roaring out 'Sweet Caroline' not once, but twice, with all the crowd, me included, swaying and dancing, I can testify that this is a school truly built on love. You'll find more than this in here though, Chris is a magician when it comes to generating cash. 500,000 extra is a lot of money for a primary school with a PAN of 45. There are fund-raising ideas, pedagogy ideas, curriculum ideas, competitions, reindeer and fake snow a plenty and that's only the half-of it. An education book to savour! And finally reading about Jason, another great big happy tear dribbled down my face too, because what Parklands did for Jason is what they would do for any member of their community. A stunning achievement Mr. Dyson, my hat is off to you and your school!Paul GarveyChris shares the journey of the Parklands team in turning around a school and its community. An easy read, full of useful tips for aspiring leaders. A turnaround based on Love. Not the fluffy kind, but "love that is full of hope, ambition and the highest expectations." I would have loved to have seen the faces of the bankers and accountants in a times table face off with 5/6 year olds! The book is brought up to 2021 with a postscript which reduced me to tears then made me howl with laughter. Highly recommended.Raj UnsworthI visit 100s of schools around the world as part of my day job. Not only do the Parklands primary school staff exude a passion for working at the school, but Dyson himself embodies how leadership can be - a school led with rigour and love, rather than accountability and discipline. Not all schools are led in this way, and not every teacher loves the school they teach in, sadly. Parklands is a 'stand out' memory for me and I encourage you to visit; this book provides only a gilmour into the miracles that happen day-to-day, behind the scenes.Ross McGill

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Book SynopsisWritten by Steve Munby and Marie-Claire Bretherton, Imperfect Leadership in Action: A practical book for school leaders who know they don't know it all is designed to help leaders pursue imperfect leadership as something to be celebrated and as a foundation for successTrade ReviewThe next generation of leaders in education - whether in schools, multi-academy trusts or national organisations - will be so much more successful for reading this readable book which matches theory with fascinating personal stories and cameos. I wish it had been written when I started out as a leader, or later when I was wondering whether or how I could go on as one. Today's leaders can now have it at their side and wise leaders will refer to it on a regular basis.Sir Tim BrighouseWho would have thought that a book called Imperfect Leadership in Action would contain countless more ideas about how to be an effective leader than any ten books that promise to make you a great leader? Every one of the eleven chapters can be treated as a stand-alone set of lessons, examples and guiding questions to help you deal with a vexing issue, and to become ever better. Use this book alone and with others and you will be immediately rewarded with ideas, confidence and readiness to act. It is a treasure trove for dealing with the most difficult issues you will face.Michael FullanAuthenticity, integrity and inspiration are words I have often used when describing Steve Munby. This book is rich in all three. For me, it is the book on school leadership - and that is also thanks to the pragmatism, generosity and insight of Steve's co-author Marie-Claire Bretherton.Richard GerverThis book is about the mindset of leadership. It is written with disarming honesty and humility, and is full of integrity. It offers a series of incredibly helpful tools, reflections and ways of thinking which is a little bit of a goldmine for leaders. It does not offer or advocate complacency in imperfection - rather it sees imperfection as a strength and as an opportunity to learn and grow as a leader. In the words allegedly inscribed on Mother Teresa's wall, the book's wisdom is its dictum: 'Give the world the best you have and it may never be enough; Give the world the best you have anyway.'Leora CruddasImperfect Leadership in Action is a remarkably useful and deeply human book. With wisdom and authenticity, Steve Munby and Marie-Claire Bretherton invite leaders into a space of self-discovery, reflection and growth. Every educational leader can benefit from these empowering mindsets, practical frameworks and inspiring examples.Dr Simon BreakspearRecognising one's imperfections is a hallmark of great leadership, and openness to learning from other people's experience is a condition for any leader's growth. Professor Steve Munby's mantra that 'being an imperfect leader is not a skill set, it is a mindset' is powerfully illustrated in his latest book, co-authored by Marie-Claire Bretherton.Drawing on the thoughts of a wide range of successful (but self-defined 'imperfect') head teachers and CEOs, they illustrate the dispositions and behaviours that help leaders to be less negatively self-critical in striving to learn from mistakes and become better versions of themselves as they shape organisational culture and foster the self-belief of others. Readers will be refreshed by the candour, humour and pragmatism of this book, which serves as both a mirror and a route map.Sir Hamid PatelTo produce two books focusing on imperfect leadership seems to be making a point, and there is indeed a message in the title. Steve Munby, joined this time by Marie-Claire Bretherton, builds on his first book and looks at how imperfect leaders manage real situations in schools. Both authors are successful in their field and are held up as examples of excellent practice, so the openness with which they admit to doubts is a powerful message to others that no one gets it all right and that perfection, though often demanded by others, is rarely achieved by anyone. People will recognise their own leadership successes and dilemmas in the case studies - and this reflection of reality is one of the book's many strengths. We know that there are no easy answers to the many challenges that face school leaders, but too often we don't encourage the skills or allow school leaders the space and time that they need in order to find the best possible solutions. The practical suggestions in this book, together with the examples of others, address this directly and effectively. Imperfect Leadership in Action will be a constant and reassuring guide for many in our schools.Rt Hon Baroness Estelle MorrisI predict that any head teacher or senior leader reading this will experience two very powerful emotions. Firstly, a sense of relief that it's okay not to be perfect and to make mistakes. We all talk about being open to self-reflection and learning from our mistakes, but this book makes it so much easier to do. Secondly, a sense of connection or empathy. There is no sugar-coating of the day-to-day realities of leading a school, which means the narrative understands our world and becomes our friend. These two very helpful aspects of the book are combined with a brilliant articulation of what the authors describe as 'the imperfect leadership mindset' - a series of internal and external foundations for successful leadership. If you want a book that resonates with you, lifts you up and gives you hope and optimism about the future, then look no further. Imperfect Leadership in Action is a real gem.Andy BuckImperfect Leadership in Action is probably the perfect sequel to Imperfect Leadership. The latter encourages education leaders to humbly strive to become better leaders, not for perfection, but for service to education. The former, as the title implies, shows these leaders in action. From the pens of Steve and Marie-Claire, this book brings the experiences of imperfect leaders to readers as case studies for learning. In the book, one can find stories of the joys, frustrations, successes and struggles of education leaders in various situations. Readers will probably see some of themselves in these stories - and will gain much from reflecting on and responding to them. Imperfect Leadership in Action is a wonderful gift to school leaders who would like to reflect on and improve their own leadership in practical ways, encouraged by the understanding that the lonely path of leadership need not be that lonely after all.Pak Tee NgIn Imperfect Leadership in Action, Steve and Marie-Claire offer wise, honest and compelling reflections on leadership. The personal case studies are powerful and persuasive and make the book hard to put down. They share great stories of lives devoted to finding better ways of making more of a difference. All in all, it is an inspiring book but also a very practical one with so many ideas to help refine and improve leadership that it is impossible to close it without learning and aspiring to do better.Christine GilbertImperfect Leadership in Action is a book you won't put down. It is a practical, evidence-based guide that is brimming with great leadership advice. Steve Munby and Marie-Claire Bretherton demonstrate wisdom, authority and compassion in every page of this text. This is a must-read for leaders everywhere - it is, quite simply, a tour de force of a book!Alma HarrisImperfect Leadership in Action is a refreshingly candid and inspiring reminder of the importance of leadership character, and of the worth of investing in its development through the many reflective activities and exercises that are included. The engaging writing style and rich examples make this book a very worthy follow-up to Imperfect Leadership.Viviane RobinsonAfter so many years of us being encouraged to aspire to heroic leadership, Steve Munby's first book Imperfect Leadership was a game changer. It showed that anxiety, disappointment and self-doubt aren't weaknesses; they are essential parts of the inner landscape of the most self-aware, humane leaders. This new book with Marie-Claire Bretherton takes those insights to a new level, providing a practical, empowering and uplifting handbook to rejuvenate our own leadership insights and finally kick imposter syndrome into touch.Geoff BartonThe whole concept of imperfect leadership is one that has resonated with leaders across the education system since Steve Munby published his first book in 2019. I have spoken with many school and trust teams who have been inspired by the notion that we learn more from what we get wrong than we do from that which we get right. This new book, a follow-up written in collaboration with Marie-Claire Bretherton, takes the thinking a stage further by asking the practical questions that lead to better implementation in different settings. Marie-Claire is one of the education system's best collaborators and school improvers and her personal reflections add weight and insight to Steve Munby's excellent thinking. Imperfect Leadership in Action should form part of every school leadership team's library. Whether you read it as an individual leader - curious about the notion of imperfect leadership - or as a member of a team wrestling with challenges that we face today, I cannot recommend the book highly enough.Sir David Carter

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Book SynopsisWritten by Matt Bromley and Andy Griffith, The Working Classroom: How to make school work for working-class students offers practical strategies and tools to help secondary schools address the needs of working-class students, including by building cultural capital and designing more engaging learning.Trade ReviewThis book gives an excellent account of the role that social class plays in schools, the inequalities it causes, and ways that those in the education system can support students in reducing the inequalities they may face.The book is laid out in easy-to-read sections that are filled with anecdotes, ideas to improve practice and questions to allow for practitioner self-reflection. Whether you are looking to teach your students about social classes, start an extra-curricular club, become a more adaptive educator or enhance your current curriculum, this book contains all the ideas to help level the playing field and mitigate some of the effects of classism faced by your students.Everybody working in an education setting who wants to make a difference to their students' lives should read this book.Laura TongeA compelling and important read. The justifiable anger that the authors feel about the inequities of our society and education system fizzes through the book. As they say, 'We need to do more; we need to take affirmative action'. And The Working Classroom gives the educator scores of practical and inspiring ideas about what they can do to effect change, with uplifting case studies, planning templates, reflective questions and model lesson plans. This book is well researched, comprehensive, readable and well-timed. A must-read!Rachel MacfarlaneA book that feels in touch with reality. Based upon sound research, with absolute relevance to schools in challenging areas that serve a unique community. Lots of strategies to support working class pupils in making progress and overcoming obstacles to achieving their true potential. Focus on parental engagement and the importance of the curriculum - key highlightsTony McGuinnessThis book deepens the understanding of the reasons why the odds are stacked against the working class in education and provides practical solutions to make a positive difference for these pupils in their classrooms. It can be a read all at once book but, more usefully for busy school practitioners, it can be dipped in and out of, to find strategies that have already been identified as making a difference elsewhere.Sue Bourgade'The Working Classroom' is a thought provoking and challenging read. It unpicks the ways in which working class students are disadvantaged by an education system designed without them in mind and looks at some practical ways in which we as a profession could be doing more to improve the life chances of the disadvantaged. We all go into teaching in the hope that we can make a difference but Andy and Matt challenge those ideals by suggesting that unless we change what we are doing we are likely to be simply contributing to an educational regime which continues to fail those who start their learning journey in last place. Doing what we've always done perpetuates a system which is designed by the middle class for the middle class and continues to see the gap between the 'haves' and the 'have nots' widening.Duncan JacquesThis book identifies the colossal barriers youngsters living in poverty face and then expertly weaves in the authors' life experiences, observations from the classroom and academic research as ammunition for 'Everyone being Exceptional'. It is a practicable collection of approaches for those of us at the chalkface who battle day to day for better outcomes for children living in poverty. This is a vital read for anybody working in schools providing the reader with a greater understanding of the complexities and difficulties youngsters living in poverty face and the strategies to overcome them. Living in poverty needs to be the tenth protected characteristic!Mark AyersThis ground-breaking book achieves two vitally important objectives. First, it puts the elephant of social class firmly back in the centre of the room by clearly outlining the many reasons we should pay attention to inequalities of social class in education. Second, it tells the reader what we can do, as teachers and educators, to address those inequalities. In the Working Classroom Bromley and Griffith present bold and innovative plans that recognise and address the long-neglected need for affirmative action if we are to tackle the extensive class discrimination in education.Diane ReayAs schools across the country grapple with the impact of both the cost of living crisis and deepening social inequality, this important book could not be more timely. It is an educational call to arms which is full of practical ideas and solutions to close the poverty-related attainment gap and enable all young people to thrive.Christine DownieBromley and Griffith have produced a masterpiece with The Working Classroom. The investigation of injustices in our contemporary world, and how it is skewed against working class people has a depressing whiff of familiarity, but to offer practical solutions for educators to start to deliver social justice from within is a stroke of genius from the authors. The balance of championing working class culture in the classroom against the very real risk of thereby encouraging classism, is beautifully done. Read the book. Then be angry. Then, well, then, let's change the world.Ant SutcliffeThe Working Classroom should be essential reading for anyone concerned about the disadvantage gap in schools. It is both sensitive and punchy: sensitive in its framing of the considerable disadvantages for many pupils and punchy in its bold, yet workable, suggestions for addressing these.Mary MyattThis is a book that is on the side of the group of youngsters for whom the traditional classroom and the learning it offers is difficult to understand. Hard hitting, poignant, methodical and practical, it helps the teacher look through the eyes of the people they teach and see ways they could make the way they work enticing for the pupils and more enjoyable for themselves.Persuasive insights are supported with analysis of research and well-structured advice... a must for every staffroom and teachers who really care.Mick WatersExcellence in any context is a judicious mix of high intention, sincere effort and intelligent execution. This is an excellent book: very well referenced, analytical, packed with stories and providing a commanding compendium of practical ideas for the classroom. The section on speaking, reading and writing is as succinct and authoritative as any teacher could wish for.The experienced authors assert that 'much of this book has been written in anger... angered at how unequal our society has become'. They channel their anger skillfully in producing a text to support teachers and leaders who wish to make a particular difference for 'the forgotten third' in our schools. It is fifty years since I first entered a Brixton primary classroom - it is inspiring to read Matt Bromley's and Andy Griffith's contemporary, compelling narrative about changing children's lives.Roy Blatchford

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Book SynopsisTEACH SECONDARY AWARDS FINALISTCurrently teachers don't receive the training or induction they need to make their school an LGBT+ inclusive environment. This can be seen by the fact that half of schools do not teach anything regarding LGBT+, and only 3% include LGBT+ content in two or more subjects. This book will help transform your school into a safe and inclusive place for all students.Written with Educate & Celebrate!, an Ofsted and DFE recognised 'Best Practice Award Programme', this book gives teachers, governors and other staff the knowledge, strategies and confidence they need to implement a curriculum that is inclusive for all. Covering the changes to law, including the Equality Act 2010 which requires actively promoting acceptance, what language to use, case studies and much more, it is a must have guide for all schools.Trade ReviewA "must-have" guide for every school. It shows how to teach LGBT+ issues. Simple, effective, inspiring. Bravo! -- Peter Tatchell, Director, Peter Tatchell FoundationEnables school leaders to move beyond policy and into meaningful practice for some of the most vulnerable groups in our society. Highly recommended. -- Mr Dominic Brown, Head Teacher, St Chad's RCVA Primary SchoolWritten in a very accessible and straightforward way it takes people who work with children of all ages on a simple journey; equipping them with ideas and resources to make their school safe for all their students. The examples of policies used by actual schools are invaluable and will give schools embarking on the work confidence that they are treading on ground that is well-hoed and has produced fruit.We at Schools OUT UK welcome the book as a very important easy to use guide that offers its readers plenty of simple, effective tips and places to go to get more information. -- Professor Sue Sanders * Schools OUT UK *Table of Contents1. How to use this book. 2. Why we need this book. 3. Policy. 4. Curriculum: How to develop an LGBT+ inclusive curriculum at all phases. 5. An Inclusive Environment: Making your school look and feel LGBT+ friendly. 6. Building an LGBT+ friendly Community around your school. 7. What to do if a student comes out to you as trans.

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Book SynopsisThis is an accessible guide for schools explaining how to implement effective techniques to improve staff mental health. Drawing on case studies from years of experience supporting staff mental health, Amy Sayer introduces inexpensive, practical and realistic strategies that schools can implement to ensure the mental wellbeing of teaching staff.This book provides steps to ensure that self-care and family time do not slip under the radar in the face of increasing pressure and limited resources. From providing adequate staff room facilities to ensuring that teachers can set clear boundaries around weekends and break times, these ideas create and foster a culture of openness around mental health and help teachers to re-discover their love of teaching.Trade ReviewWe all know the stresses and strains that the teaching profession brings but are we always aware of the impact these have on our staff? This excellent book is a 'must' read for all senior leaders in schools! It really makes you think carefully about the mental health of your staff and how you can make a difference and support them. Caring and supporting underpins what schools do for their students each and every day and this book emphasizes the importance of making sure that we make 'caring' and 'supporting' the top of our 'to do' list with our staff too! -- James Grocott, Deputy Headteacher, Wood Ley Primary School, SuffolkAmy Sayer's book is a MUST read. It is a perfect handbook for understanding mental health in our profession supported by irrefutable statistics plus it includes a thorough breakdown of the warning signs and practical advice and case studies. It will be a gift for all school senior and middle leaders to help them build the right culture and retain their staff. Having been a Designated mental health lead (DMHL) for the last 5 years, I can guarantee her advice is relevant and it really does work in supporting staff mental health and wellbeing. -- Clare Erasmus author of The Mental Health and Wellbeing Handbook for Schools: Transforming Mental Health Support on a BudgetThis book focuses on prevention, suggesting 'protective factors' to safeguard the positive mental health of educators. The author's credibility is secured through her openness and honesty, combined with extensive reading and research. The balance of factual guidance (including useful contacts), practical advice, specific examples and case studies ensures the reader finishes the book better informed and more aware, reassured and committed to talking more openly about mental health in order to protect themselves and to support others. -- Jill Berry, former head, now leadership consultant and education commentatorMost of us understand the 'what' of teacher wellbeing but struggle amidst the hubbub of school life to understand the how. This is where this book comes in - Amy gives us infinitely practicable and non-intimidating ways of broaching MH in schools, which has for far too long been a taboo, at a time when this is more needed than ever.I cannot think of a book that is more urgently needed in teaching at the moment. This is an essential read and there should be a copy in every school for regular consultation. The research has breadth, depth and above all, true integrity. The book is also infinitely practical and solution focused. The concrete case studies and practical examples of how to use space, time and language proactively and sensitively to support one another and create a positive school those with open dialogues around mental health make this book utterly invaluable and I will be recommending it to all school leaders and staff I work with. -- Dr Emma Kell, teacher, speaker, writer, trainer of new teachersTable of Contents1. Common Types of Mental Ill Health Among School Staff2. Staff Training: Raising the profile of Mental Health in Your School 3. Staff Wellbeing and the Hierarchy of Needs4. Preventative Methods: How to Change Your School Environment to Support Positive Mental Health 5. Putting the Theory into Practice

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Book SynopsisToday’s world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Qatar, Kosovo, Turkey, Austria, Israel, Sweden, and the United States, Higher Education in Emergencies: Best Practices and Benchmarking challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters focus on effective methods for evaluating and assessing emergency preparedness, as well as exhibiting exemplary responses that have set a precedent for institutional adaptability moving forward. Championing tangible action and its measurable impacts, Higher Education in Emergencies: Best Practices and Benchmarking provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.Table of ContentsPart I. Transformation in Higher Education Chapter 1. Introduction to Higher Education in Emergencies: Best Practices and Benchmarking; Enakshi Sengupta Chapter 2. Response of Higher Education Leadership in Times of Crisis: A Global Insight; Armend Berisha, Elif Bengü, Renate Nantschev, and Nissim Harel Chapter 3. Beyond the Emergency Civilization: The Urgency of Educating Towards Unpredictability; Piero Dominici Part II. Successful Support Structures Chapter 4. Post-disaster Research Study: An HBCU’s Academic Resilience in the aftermath of Hurricanes Irma and Maria; Kula A. Francis and Kenny A. Hendrickson Chapter 5. Challenges Facing Educators and Displaced Students during Emergencies: Implications for Higher Education; Rose Cardarelli Chapter 6. The Influence of an SQD-Based Practicum Experience on Student Teachers’ TPACK-Practical Development: Opportunities and Challenges; Youmen Chaaban and Rania Sawalhi

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