Educational administration and organization Books

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Book SynopsisAt The MTPT Project we know that teaching can be a sustainable career choice for parents, and in this essential handbook, we show you how. Supported by case studies celebrating the best that the family friendly schools and happy teachers in our community have to offer, this book is a lifeline for both educators aspiring to combine their passion for teaching with becoming a parent, and the school leader who wants to empower them. However you become a parent, or choose to grow your family and your career, this handbook will provide you with the guidance and cheerleading that you need to fulfil your personal and professional aspirations. The book is divided into nine chapters, guiding readers from the first considerations of family planning, all the way through to the reality that some teachers and leaders may choose to leave classrooms for good. Each chapter includes: the latest research on working families legalities associated witTrade Review"I am thrilled to endorse this important and comprehensive book focusing on the practical, psychological and organisational considerations of these critical issues. Through shining a light into sometimes uncomfortable or unexamined spaces in our system, the authors provide an informed and rigorous resource to support individuals and organisations. A powerful and useful addition to the education and leadership literature." Liz Robinson, Co-Founder and Co-Director of Big Education Table of ContentsCONTENTS Dedication and Acknowledgements All About The MTPT Project About The Chapter Authors Foreword from Dame Vivienne Porritt Introduction Planning for a Baby: Should we ‘Leave Before we Leave’? Claire Neaves Expectant Teachers: Breeders or Leaders? Naomi Shenton What is the Right Way to do Childcare Leave? Charlotte Bell MaternityCPD / PaternityCPD – Celebrating Choice Lucy Hemsley Rate of Return: Investing in Colleagues Returning from Parental Leave Charlotte Woolley Work Like You Don’t Have Kids… Flo Keith "Family Friendly", or Simply Good Leadership? Emma Sheppard Baby, Come Back! Supporting Teachers Returning to the Classroom Sherish Osman Time to Say Goodbye? Jennifer McCloskey Afterword from Bridget Clay

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Book SynopsisSchools are increasingly expected to improve mental health and well-being and academic outcomes for students. However, the debate about well-being and school improvement is often unhelpfully polarised with attachment-informed and restorative-justice approaches pitted against structures and systems that instil discipline. This book seeks to take a middle way', looking at how these perspectives might complement one another, and argues that healthy teacher-student relationships require an adult that is both attuned to their students' needs and able to hold boundaries with them.Setting out conception of leadership that is clear, compassionate, and self-aware, Leading Mindfully for Healthy and Successful Schools draws on therapeutic and educational research to identify key strategies for improving well-being across schools that are sustainable in the long term. This book is divided into three sections Leading Yourself, Leading School CultureTrade Review"This absolutely fascinating book takes the lens of mindfulness and applies it to the various strands of professional behaviour and practice. Aurora Reid has drawn on research to underpin her arguments in a way that is light touch but also conveys confidence that we should all be taking care of ourselves, our colleagues, and our pupils: not in some wishy-washy, feel-good way, but in an intentional way that preserves and enhances energy, rather than depleting it. There are some excellent case studies, bringing this to life: we all need to hear from heads who don’t work late or at weekends and who also lead stunningly successful schools. Highly recommended."Mary Myatt, Education Writer and Curator of Myatt & Co"Stimulating and thought provoking… a genuinely scholarly attempt to bring together very divergent views into something that doesn’t fall apart when you shake it."Ben Newmark, Deputy Head Teaccher"Practical yet makes you reflect. A brilliantly helpful handbook for leaders and a timely reminder to slow down and take care of me, as this affects my ability to lead others."Jane Manzone, Teacher @HeyMissSmith "Aurora has a fresh, enlightening perspective and the book provides an insightful, original lens on some of the biggest challenges schools face."Ed Vainker, CEO, Reach Foundation"This absolutely fascinating book takes the lens of mindfulness and applies it to the various strands of professional behaviour and practice. Aurora Reid has drawn on research to underpin her arguments in a way that is light touch but also conveys confidence that we should all be taking care of ourselves, our colleagues, and our pupils: not in some wishy-washy, feel-good way, but in an intentional way that preserves and enhances energy, rather than depleting it. There are some excellent case studies, bringing this to life: we all need to hear from heads who don’t work late or at weekends and who also lead stunningly successful schools. Highly recommended."Mary Myatt, Education Writer and Curator of Myatt & Co"Stimulating and thought provoking… a genuinely scholarly attempt to bring together very divergent views into something that doesn’t fall apart when you shake it."Ben Newmark, Deputy Head Teacher"Practical yet makes you reflect. A brilliantly helpful handbook for leaders and a timely reminder to slow down and take care of me, as this affects my ability to lead others."Jane Manzone, Teacher @HeyMissSmith "Aurora has a fresh, enlightening perspective and the book provides an insightful, original lens on some of the biggest challenges schools face."Ed Vainker, CEO, Reach FoundationTable of ContentsForeword, Introduction, Section 1. Leading Yourself, 1. Leading Mindfully, 2. The Imprint of Authority, 3. Self Care, Section 2. Leading School Culture, 4. A Middle Way, 5. A Safe Base, 6. Streamlined Schools, 7. Radical Inclusion, 8. Support Yourself, Section 3. Leading In The Classroom, 9. A Mindful Classroom, 10. The Mindful Teacher, Conclusion, References

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Book SynopsisAll too often, schools make decisions about language without a proper understanding of the issues involved. Language Awareness at School addresses this problem by exploring a range of topics related to language, helping teachers to make informed choices about how to best support their students in becoming more confident, aware speakers and writers.Written in collaboration by an academic linguist and an experienced teacher, this essential book combines professional experience and academic expertise to demonstrate how a language-aware approach to education has the potential to transform both whole-school policy and classroom practice.Chapters explore such questions as the misconceptions surrounding the use of Standard English', teachers' and students' local accents, the development of cross-curricular speaking and writing skills and how to reinvigorate Modern Foreign Languages. This book also works to undo damaging prejudices about how students speak, instead highTrade Review'It’s refreshing to read such a coherent and informed vision of what language teaching can and should look like in our schools – be it in English classrooms, foreign language lessons or across the whole curriculum. Not a gap or a deficit in sight! Instead, Marr and Collins offer and exemplify a compelling argument for the kind of language-informed practice that will benefit students everywhere.I’d recommend this book to all teachers looking to raise their own language awareness. School leaders, in particular, will find it an invaluable resource to help them navigate a path that moves schools beyond misleading and damaging gap and deficit narratives.'Andrew McCallum, Director of the English and Media Centre, London'Drawing on a range of historical and recent research and using a number of topical and well-presented examples, Marr and Collins examine debates about the use of Standard English, zero-tolerance approaches to language use through word bans, misconceptions such as ‘correct English’, the place of linguistics in the English curriculum, and the value of learning languages other than English. The book offers a very useful reference point for teachers interested in developing their own linguistic knowledge in order to make their classrooms more inclusive, and for middle and senior leaders looking to raise language awareness at whole-school level.'Marcello Giovanelli, Reader in Literary Linguistics, Aston University, UK'A precise balance of linguistic principles and practical direction, this highly readable work convincingly shows that literacy must go hand-in-hand with language awareness. A strong command of these skills forms the gateway to social mobility, and our young people deserve nothing less. If only this inspiring book had been available at the start of my career, it would have saved me years of experimentation.'Mark Arnull, Headteacher, Q3 Academy Great Barr, West Midlands, UKTable of Contents1. Introduction: Why We’re Talking About Language; 2. What People Get Wrong About Language; 3. Why Every Teacher is a Language Teacher; 4. What Language Awareness Looks Like; 5. What We Teach When We Teach English; 6. Why Should We Teach Modern Foreign Languages?; 7. Which MFL? And Is Earlier Really Better?; 8. In Conclusion: What We Can Do To Promote Language Awareness At School

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Book SynopsisThis book presents a new integrated theory of dynamic management and leadership in one comprehensive approach. It offers a new way of looking at the field, drawing on a wide body of research and practice in the fields of leadership and management, across all sectors in education and more broadly. The book focuses on management against a backdrop of leadership theory. Including examples of practice and application in schools, colleges and universities, it uses a range of historical leadership approaches to scaffold different management techniques that are known to work in effective organisations. It explores the overlap between management and leadership as dynamic theoretical and practical activities, merging the two together into a holistic model that can be applied by managers working in educational settings. Its twenty-six chapters also consider the praxis of educational leadership and management from political, economic and ethical perspectives in relation to issuesTable of Contents1.Introduction. Part 1: Theoria. 2. Trait leadership theory. 3. Charismatic Leadership and the Core Quadrants. 4. Participative leadership and De Bono’s Six Thinking Hats. 5. Behavioural Theories: Dynamic Leadership, Followership and Style. 6. Behavioural Theories: Motivational, Authentic and Transactional Leadership. 7. Situational and Contingency Theories of Leadership and Management. Part 2: Poiesis. 8. Keeping dysfunction at bay or creating order?. 9. Genba Kaizen. 10. Managing Innovation and Change. 11. Approaches to Intellectual Capital. 12. Dynamic Leadership and Intellectual Capital. Part 3: General Praxis. 13. Process Improvement. 14. Scorecards and Dashboards. 15. Structures and Systems. Part 4: Ethical Praxis. 16. Three Levels Leadership and Self-Mastery. 17. Moral Leadership and Cultural Leadership. Part 5: Economic Praxis. 18. Matrices and Grids. 19. Pay and Reward. 20. Measuring Responsibility. 21. A Profile Guide Chart Method for Job Evaluation. 22. Measuring Competition and Competitiveness. Part 6: Political Praxis. 23. Transformational Theory: Team and Network Leadership. 24. Transformational Theory and Change: the Dynamic Leadership of Risk and Choice. 25. Transformational Theory and Vision Leadership. 26. Distributed, Instructional and Virtual leadership.

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Book SynopsisReligion and Worldviews: The Triumph of the Secular in Religious Education provides the first serious analysis and review of the Commission on Religious Education's proposed worldviews framework for the subject. It argues that religious education has an important contribution to make to the aims of liberal education and examines whether the shift to a worldview framework is capable of overcoming current weaknesses and initiating a new positive direction for the future. Chapters explore the role of worldviews in Religious Education, covering key debates including: Whether there is need for new legislation on RE The nature of professionalism and the role of experts' The extent to which there is educational value in study of the personal worldviews of students The role of the religious voice in RE The relation of religions to religious worldviews The aims of RE The relationship between the state and religion CoTable of ContentsIntroduction: From religions to worldviews, 1. The Religious Education Commission: A view from the inside, 2. A New Settlement? A defence of the 1944 Act, 3. Who are the professionals in religious education? The Commission on Religious Education’s side-lining of the religious voice, 4. Does the worldviews approach provide a new paradigm for religious education?, 5. The world is not enough: Religious education beyond worldview perspectivism, 6. The philosophy of ‘worldviews’, 7. ‘Religion’, ‘worldviews’ and the reappearing problems of pedagogy, 8. Worldviews – a threat to religious education but ignored in science education?, 9. Turning to worldviews education instead of religion: Helpful solution or even more problems? A perspective from Germany

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Book Synopsis*2023 BERA Educational Research Book of the Year*Around the world, governments, charities, and other bodies are concerned with improving education, especially for the lowest-attaining and most disadvantaged students. Making Schools Better for Disadvantaged Students presents detailed research into how poverty affects student segregation and underachievement in schools. It contains the first ever large-scale evaluation of how funding can best be used to lower the poverty attainment gap for disadvantaged students.Drawing on a wealth of empirical research from England, India, and Pakistan as well as worldwide reviews of relevant studies, the book presents high-quality evidence on the impact of funding policy initiatives, such as the Pupil Premium funding in England, and the many variations of similar schemes worldwide. It analyses education measures which have been put in place and discusses ways in which these can be used efficiently and fairly to Trade Review"Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."- Darren Hankey, Principal of Hartlepool College of Further Education, UK"This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."- Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK."For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity."- Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com"As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage."- Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK"Education has the power to free our children from the chains of ignorance and poverty. This book by Gorard, Siddiqui, and See provides valuable insights on how we can make school education more meaningful for children, particularly those from socioeconomically disadvantaged families. It is encouraging to see that the evidence presented in this book includes studies conducted in Pakistan, India, and other developing countries. This book serves as an important resource for understanding that many educational challenges are widespread, and the most effective way to address them is through high-quality, evidence-based approaches. Additionally, the book presents compelling evidence that demonstrates the positive impact of funding schools in marginalized communities. As a school leader in northern Pakistan, I have personally witnessed the significant barrier posed by limited funds in adopting effective approaches, particularly for girls who face numerous challenges in accessing education. The main message of this book is relevant and applicable to all school systems worldwide: schools need to be financially resourceful and guided by evidence-based policies. There is no greater priority for our world than investing in the best educational opportunities for our children. The education of children is perhaps the only means to ensure the survival of the human race."- Ziauddin Yousafzai, Co-Founder and Board Member, Malala Fund, as well as education activist and author of Let Her Fly: A Father's Journey"Growing up as a child on an inner-city Midlands’ council estate in the 1970s and 80s, I was in receipt of free school meals. Little did I realise then that over 40 years later, in one of the advanced nations in the world, I would be reading a book about what can be done to make schools better for disadvantaged students. This superb work by Professors Gorard, See and Siddiqui builds on years of their research in this field and clearly highlights the impact on the education outcomes, especially at Key Stage 4, of children who are raised in persistent poverty. The authors provide compelling evidence for a less segregated approach to schooling and the positive impact this would have on reducing the disadvantage gap. For me, this is where policymakers’ efforts need to be focused as opposed to criticising schools who serve wonderful but persistently disadvantaged communities."- Darren Hankey, Principal of Hartlepool College of Further Education, UK"This book is original and presents innovative analyses of large-scale and longitudinal trajectories from the National Pupil Data (NPD) in England. It also provides evidence on the impact of funding in tackling educational disadvantage. I agree with the editors that ‘overcoming socioeconomic disadvantage in education has been an important policy area in which international and local government have made huge investments over the last two decades.’ However, there is little evidence-based research to support funding policy that policy makers and school improvement practitioner can use at national and international level. In my view the book “Making Schools Better for Disadvantaged Students” will fill the gap in the field at present. […] I would argue that at present there is lack of good books on tackling educational disadvantaged that are based on strong empirical evidence which may be used by academics, students, policy makers and practitioners in the area of disadvantaged and school funding. Some of the available research in the field are dispersed all over the literature…. Drawing on the various policy initiatives, this book provides comprehensive empirical evidence on education which I have not came across in the field with my 27 years working in the education sector. This is welcome news."- Feyisa Demie, Head of Research at Lambeth LA and Honorary Professor, University of Durham, UK."For an association like ours, whose mission is for Quebec to have a fair education system by eliminating the school segregation caused by subsidized private schools and selective public schools, this book is vital. Many academics are reluctant to draw policy conclusions from their research, but this is certainly not the case with Making Schools Better for Disadvantaged Students. The authors’ recommendations are clear and set out in jargon-free language. For those of us whose job it is to convince the general public and elected representatives of the importance of fairness in education, the evidence contained in this book provides powerful arguments. Hopefully, it will help us to finally put our education system (and society as a whole) on the road to equity."- Stéphane Vigneault, coordinator, École ensemble | ecoleensemble.com"As Chair of Comprehensive Future I hear on a daily basis about the unfairness which riddles our school system through academic selection and poverty. The segregation created by the viciously competitive 11-plus test has little to do with ‘academic potential’ and everything to do with whether a child’s family is affluent and middle class or poor and working class. At Comprehensive Future we are passionate admirers of the work of Gorard, Siddiqui and See. They stand alone as researchers whose work consistently demonstrates that every child, and indeed the whole of society, benefits from an inclusive education. Their latest book is an exciting and ambitious work examining polices worldwide for reducing the poverty attainment gap for disadvantaged students. It offers persuasive arguments not just for an inclusive education system but for educational policies and appropriately targeted funding for students who are persistently at risk of educational disadvantage."- Nuala Burgess, Chair of education pressure group Comprehensive Future, and Research Associate, School of Education, Communication and Society King’s College London, UK"Education has the power to free our children from the chains of ignorance and poverty. This book by Gorard, Siddiqui, and See provides valuable insights on how we can make school education more meaningful for children, particularly those from socioeconomically disadvantaged families. It is encouraging to see that the evidence presented in this book includes studies conducted in Pakistan, India, and other developing countries. This book serves as an important resource for understanding that many educational challenges are widespread, and the most effective way to address them is through high-quality, evidence-based approaches. Additionally, the book presents compelling evidence that demonstrates the positive impact of funding schools in marginalized communities. As a school leader in northern Pakistan, I have personally witnessed the significant barrier posed by limited funds in adopting effective approaches, particularly for girls who face numerous challenges in accessing education. The main message of this book is relevant and applicable to all school systems worldwide: schools need to be financially resourceful and guided by evidence-based policies. There is no greater priority for our world than investing in the best educational opportunities for our children. The education of children is perhaps the only means to ensure the survival of the human race."- Ziauddin Yousafzai, Co-Founder and Board Member, Malala Fund, as well as education activist and author of Let Her Fly: A Father's JourneyTable of ContentsPrefaceList of contentsList of tablesList of figuresGlossary of acronyms and key terms used in the bookINTRODUCTIONChapter 1 – Global interest in narrowing the attainment gapChapter 2 – Why do we care about educational gaps?KEY FINDINGS ON SCHOOL ATTENDANCEChapter 3 – Review of evidence on targeted funding to improve attendance and participationChapter 4 – Improving school attendance in other waysChapter 5 – The importance of attendance at school in India and PakistanKEY FINDINGS ON SCHOOL ATTAINMENTChapter 6 – Using targeted funding to improve attainmentChapter 7 – Studies of improving attainment in other waysISSUES IN EVALUATING PUPIL PREMIUM POLICYChapter 8 – The Pupil Premium funding policy in EnglandChapter 9 – Problems in assessing the impact of Pupil Premium policyChapter 10 - Evaluating Pupil Premium Policy through consideration of long-term disadvantageKEY FINDINGS FOR PUPIL PREMIUM POLICYChapter 11 – Changes in socio-economic segregation between schoolsChapter 12 – Changes in the attainment gapChapter 13 – The character and geography of long-term disadvantageChapter 14 – Combining the results on Pupil Premium fundingCONCLUSIONChapter 15 – What have we learnt and what are the next tasks?References Index

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Book SynopsisThe ethos, culture, and climate of a school lie at the very heart of its success and have a dramatic impact on the future of its students. This exciting new book shows how through values-based, inclusive, and aspirational leadership, teachers and school leaders can support students in becoming well rounded, globally minded change-makers of the future. Based on the principle that every young person can be a leader, it offers step-by step guidance to support the development of leadership skills and shows how leadership opportunities can be made accessible to all learners.Arguing that leadership needs to be actively and inclusively taught, the book explores how young leadership models, reward systems, risk-taking, well-being strategies, and growth-mindset implementation can transform student motivation levels by creating aspiration, fulfilling dreams, and building character. Packed with practical suggestions and resources, the chapters cover:diversity and leadership<

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Book SynopsisTransformative Education aims decisively to transform the world of education and to nurture the next generation to become problem-solvers and creative thinkers, empowered with the necessary skills to make this world a better place. It provides practical methods for sustainable, integrative, and active learning, and investigates the why' behind these proven and effective methods.Discussing the different levels of subject integration in school, from intradisciplinary to transdisciplinary teaching, the authors analyse their potential holistic impact and knowledge retention effectiveness. With a substantial section on the efficacious teaching of the increasingly indispensable field of critical thinking, this book is built up first around a discourse of the intended methodology, secondly, it also includes a very practical mid-section with direct and meticulously described project ideas for teachers to try out, and finally a discussion and an analysis on what effects the pTable of ContentsForeword by Pamela Burnard : ‘THE CASE FOR A SUSTAINABLE TRANSDISCIPLINARY ACTIVE & RELATIONAL TEACHING METHOD’ Foreword by Professor Lew Hee Chan 1. Introduction2. Definition and Scope3. Methodology4. Examples and Inspiration5. Discussion and Analysis6. ConclusionRefrerencesIndex

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Book SynopsisDrawing on ten years of research into whole-of-school teaching improvement, this engaging text explains what teaching improvement requires, how it is achieved, and how to maintain it in your classroom and school.Based on studies involving real schools and real teachers, The Teaching Improvement Agenda is focused on what really matters for teachers and leaders in today's schools. The book begins with an examination of the education field to identify the fundamental elements which inform and generate teaching improvement. This lays the foundations for an instructive set of innovative, research-informed strategies which have been designed to empower the teacher and school leader to improve teaching across the whole school. The book closes with a series of case studies that demonstrate these approaches in action.Answering the what? and how? questions of teaching improvement, this book is an essential guide for school leaders and teachers, as well as instructors an

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Book SynopsisData visualization is the art and science of making information visible. On paper and in our imaginations, itâs a language of shapes and colors that holds our best ideas and most important questions. As we find ourselves swimming in data of all kinds, visualization can help us to understand, express, and explore the richness of the world around us. No matter your age or background, this book opens the door to new ways of thinking and sharing through the power of data visualization.Data Visualization for People of All Ages is a field guide to visual literacy, born from the authorâs personal experience working with world-class scholars, engineers, and scientists. By walking through the different ways of showing dataâincluding color, angle, position, and lengthâyouâll learn how charts and graphs truly work so that no visualization is ever a mystery or out of reach. It doesnât stop at what fits on a page, either. Youâll journey into cutting-edge topics like data sonification and data physicalization, using sound and touch to share data across the different senses. Packed with practical examples and exercises to help you connect the dots, this book will teach you how to create and understand data visualizations on your ownâall without writing a single line of code or getting tangled up in software.Written with accessibility in mind, this book invites everyone to the table to share the joy of one of todayâs most necessary skills. Perfect for home or classroom use, this friendly companion gives people of all ages everything they need to start visualizing with confidence.

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Book SynopsisSupport, celebrate, and grow your best teachers so that they stay in your school and continue to have maximum impact. Burnout and teacher turnover are on the rise, yet we often spend more of our energy on the underperformers. In this powerful book from bestselling authors Todd Whitaker, Connie Hamilton, Joseph Jones, and T.J. Vari, you''ll learn why it's crucial to recognize your best teachers, going beyond superficial gestures of appreciation and investing in them in deeper ways.The authors show school leaders how to identify their best teachers and then reveal strategies for supporting them, including recognizing the value-cost of teachers' time; prioritizing appreciation; controlling the narrative; tailoring professional learning; helping teachers grow through peer observations as well as beyond the school; applying data informed feedback; and nurturing self- and collective-efficacy. Each chapter begins with a powerful story, an overview of our blind spots, strategies on wTable of ContentsMeet the Authors Introduction: The Best Teachers 1. Making a Blue Ocean Shift 2. Prioritizing Appreciation 3. Going Beyond Business Cards 4. Tailoring Professional Learning 5. Looking Outside School Walls 6. Learning and Growing Through Peer Observations 7. Applying Data Informed Feedback 8. Searching For Yoda 9. Nurturing Self- and Collective-Efficacy

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Book SynopsisThis insightful guide shows professionals how to collaborate with parents and guardians of children with disabilities in empathic, respectful, knowledgeable, and supportive ways. Packed with first-hand accounts and advice from parents and guardians, this book shines a light on lived experiences and reveals paths toward meeting families where they are in order to move forward together. Boroson emphasizes that appreciating the real needs of these families is a crucial step beyond mere adherence to a generic set of professional best practices or principles. Whether working in the field of medicine, education, law, mental health, or related servicesin any capacityreaders will come away with the holistic knowledge, inclusive language, productive strategies, and differentiated understanding needed to work effectively with the diverse families they serve. Included is a robust array of resources for families, such as books, articles, associations, organizations, and support networks,Table of ContentsAcknowledgementsIntroductionWho Is This Book For?Why Do You Need This Book?Radical Acceptance in the TrenchesChapter 1: Grief and LossFacing What IsDealing with FeelingKids… Facing What IsGiving Up HopeThe Comparison GameChapter 2: Guilt and ShameIs This My Fault?Am I Doing Enough?Am I Good Enough?Typically Developing SiblingsPlacementChapter 3: Isolation and MarginalizationNot Worth the RiskNo One Gets ItNo One Comes AroundJudgment by KidsJudgment by StrangersJudgment by Friends and FamilySpouses and PartnersForever ParentsChapter 4: Stress and FearExhaustionLoss of SelfFinancial BurdenAsking for HelpBehavior and AggressionBurnoutWorryFear For the FutureTerminal IllnessChapter 5: Disparities and DisenfranchisementThe SystemAccessibilityHealth DisparitiesUnconscious BiasCultural PerspectivesCredibility DeficitEpilogueReferencesResources for Support

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Book SynopsisThe sacrificial nature of juggling instructional, operational, managerial, and collegial goals often leaves school leaders feeling so desperate to resolve conflicts that they lose self, abandoning their core values and forgetting their why. In this timely and impactful resource, author and professor Dr. O draws on her own leadership journey a journey where she remained true to her beliefs and commitment to serve BIPOC communities, even when that meant choosing the road less traveled--offering nine anchor principles to help guide educational leaders in returning to their core values; communicate and build trusting relationships with staff members, students, and parents; and recognize their self-worth beyond their role on school campuses. Lead with Truth is an interactive text that invites you to identify learning objectives and reflect on guided questions throughout the chapters, each of which ends in activities geared to help you make personTable of ContentsPreface Part 1: Lead with True Identity Introduction: Principle 1 - Understanding Your Why Chapter 2: Principle 2 – Understanding Your Heart Chapter 3: Principle 3 – Understanding Your Core Values Part 2: Lead with True Research Chapter 4: Principle 4 – Understanding Your Audience Chapter 5: Principle 5 – Understanding Your Conversations Part 3: Lead with True Experiences Chapter 6: Principle 6 – Understanding Your Work Culture Chapter 7: Principle 7 – Understanding Your Strategy Part 4: Lead with True Service Chapter 8: Principle 8 – Understanding Your Influence Chapter 9: Principle 9 – Understanding Your Reach Final Thoughts – Author’s Reflection

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Book SynopsisEducational books can help teachers engage in quality CPD (Continuing/Continuous Professional Development), but how do we find the time to read the latest literature? And if we have the time, how do we know what to choose or what we should do with what we read?Born from a real-life book club, The Edu-Book Club helps teachers and school leaders to navigate the wealth of evidence-based CPD by bringing together key publications on teaching, assessment, and curriculum. It shows how the ideas and research presented in these publications can be translated into everyday classroom practice, to help teachers and school leaders develop and inform these practices for their own professional and classroom development.Drawing on a diverse range of books and including practical advice on how to set up and run a book club, each book club session covers: The rationale for choosing that title An interview with the author with accompanying visual notes ATrade Review"Dave and Rhiannon's book offers busy teachers a quick digest of important books in education. Written in a very readable style with summaries and key takeaways, teachers of all levels and experience are able to quickly understand research that can transform their practice. Not only this, but the dialogue with the authors themselves offers a clear insight into the rationale behind each chapter's book while Dave and Rhiannon helpfully translate that theory into classroom practice. Staying research-informed while immersed in the time-consuming world of teaching can feel impossible but this book ensures we can continue to think about improving our practice through seminal educational texts in bite-sized chunks. Highly recommended!" Helen Howell, author, The Revision Revolution: How to build a culture of effective study in your school "Many schools are investing more time, money and energy into professional learning. Dave and Rhiannon along with their contributors have shown that CPD can be driven by leaders in school seeking out the best that has been thought and said in education . Book clubs appeal to me as a grass roots CPD opportunity where all staff can engage . This is brought to life in this innovative and exciting book where works are translated, transcribed and tested in the classrooms of real teachers . A great read and the perfect catalyst for setting up your own .......what are you waiting for?" Phil Naylor, author Naylor's Natter "With an abundance of wonderful and much talked about edubooks in circulation, there can be an overwhelming pressure to keep up and feel ‘up to date’ with contemporary edu-discourse. Through their book club, David and Rhiannon have created an authentic, safe and non-judgemental environment that has allowed the thoughts and questions of the everyday teacher to respond to that of their peers’ printed pontifications derived from accumulated research. For time-poor colleagues, the distillation of key ideas and subsequent questions from these enriching sessions into cogent and reflective chapters of the Edu-Book Club is genius and a valuable addition to the modern-day pedagogue’s toolkit." Dorian Brown, Head of Geography, NLCS Jeju, Korea ‘Both David and Rhiannon have accumulated a wealth of knowledge by talking to a range of high quality educators. Amazingly, they have been able to capture and summarise this wisdom in the Edu-Book Club. A great one-stop shop for the latest thoughts and views on all things education’. Bradley Busch, Psychologist at InnerDrive and author of The Science of Learning “This is a great idea. Dave and Rhiannon have made it easier for teachers to engage with professional reading and that can only be a good thing. The format will really help to facilitate dialogue for staff professional learning.” Robin Macpherson, Head of College, Robert Gordon’s College (Aberdeen) "The Edu-Book Club offers us a glimpse into some of the most exciting and innovative practice happening in education right now. Through a series of brilliant snapshots, Tushingham and Rainbow distil big ideas into exciting, accessible content designed to support, challenge and inspire. A wonderful read!" Stuart Pryke, Assistant Principal for Teaching and Learning and co-author of Ready to Teach: Macbeth and Ready to Teach: A Christmas Carol "The GLT book club book offers a plethora of expertise and research-driven advice to develop your pedagogical knowledge. The sense of community that comes through from each and every page is a testament to the enthusiasm and drive of its creators." Sarah Davies, Assistant Headteacher and author of Talking about Oracy "A fantastic book that really unpacks theory to practice in the classroom. An excellent read for anyone wanting to take some of the latest research and thinking and apply it easily within their own practice." Dr Liz Durden-Myers, Managing Director PE Scholar "D&R’s Author Guidelines is simply superb. It provides the reader with a clear overview of a variety and number of hard hitting educational texts. I would recommend this book to anyone working in education." Sam Strickland, Author and Principal "This is a delightfully curated library of “edu-best bits”. Having interviewed some of the most experienced, successful and specialist voices from the world of education, this collection of reflections and highlights is a delicious taster menu of some of the biggest books and sharpest thinking available. Laid out in a simple and accessible format, Rhiannon and Dave have created a thoughtful and immensely useful book" Emma Turner, @Emma_Turner75, Trust CPD & Research Lead, and Author "You may have bought the book. You might not have the time to read the whole book. Alternatively, you can read the chosen chapter from The Greenshaw Learning Trust Book Club, listen to the podcast. Listen to the discussion, hear the passion and reasons why the author wrote the book. Generally, enjoy the conversation. After listening to the podcast, join the debate and have a conversation in The Greenshaw Learning Trust "Always Learning" app. Finally, access the archive of previous content and enjoy the conversation." Justin Welford, book club member and take-away contributor Table of Contents Introduction The Sessions: #01. Mark McCourt - Teaching for Mastery #02. David Didau - Making Kids Cleverer: A Manifesto for Closing the Advantage Gap #03. Peter Mattock - Visible Maths: Using Representations & Structure to Enhance Mathematics Teaching in Schools #04. Harry Fletcher-Wood - Responsive Teaching: Cognitive Science and Formative Assessment in Practice #05. Michael Chiles - The CRAFT Of Assessment: A whole school approach to assessment for learning #06. Haili Hughes - Mentoring in Schools: How to become an expert colleague #07. Bennie Kara - A Little Guide for Teachers: Diversity in Schools #08. Jo Morgan - A Compendium of Mathematical Methods #09. Mary Myatt - The Curriculum: Gallimaufry to Coherence #10. Jemma Sherwood - Oxford Teaching Guides - How to Enhance Your Mathematics Subject Knowledge: Number and Algebra for Secondary Teachers #11. Dan Pearcy - Mathematical Beauty: What is Mathematical Beauty and Can Anyone Experience It? #12. Lekha Sharma - Curriculum to Classroom: A handbook to prompt thinking around primary curriculum design and delivery #13. Kate Jones - Retrieval Practice: Research & Resources for Every Classroom #14. Ed Watson - Top Tips for New Teachers #15. Michael Pershan - Teaching Math with Examples #16. Doug Lemov, Erica Woolway & Katie Yezzi - Practice perfect: 42 rules for getting better at getting better #17. Anne Watson - Care in Mathematics Education: Alternative Educational Spaces and Practices #18. Zoe & Mark Enser - Fiorella & Mayer's Generative Learning in Action (In Action series) #19. Kat Howard & Claire Hill - Symbiosis: The curriculum and the classroom #20. Ed Southall - Yes, But Why? Teaching for Understanding in Mathematics #21. Emma Turner - Be More Toddler: A Leadership Education From Our Little Learners #22. Sarah Davies - Talking About Oracy: developing communication beyond the classroom #23. Clare Sealy - The ResearchED Guide to The Curriculum: An evidence-informed guide for teachers #24. Edward Watson & Bradley Busch - The Science of Learning: 99 studies that every teacher needs to know #25. Alex Quigley - Closing the Reading Gap #26. Matthew Evans - Leaders with Substance: An antidote to leadership genericism in schools #27. James Handscombe - A School Built on Ethos: Ideas, assemblies and hard-won wisdom #28 Craig Barton - Reflect, Expect, Check, Explain: sequences and behaviour to enable mathematical thinking in the classroom #29. Angela Browne - Lighting the Way: The case for ethical leadership in schools #30. Bruce Robertson - The Teaching Delusion 3. Power up your Pedagogy #31. Jennifer Webb - Teach Like A Writer: Expert tips on teaching students to write in different forms #32. Mary Myatt & John Tomsett - Huh: Curriculum conversations between subject and senior leaders #33. Ruth Ashbee - Curriculum: Theory, Culture and the Subject Specialisms #34. Adam Boxer - Teaching Secondary Science: A Complete Guide #35. Adele Bates - "Miss, I don’t give a sh*t": Engaging With Challenging Behaviour in Schools #36. Harry Fletcher-Wood - Habits of Success: Getting Every Student Learning #37. David Didau - Making Meaning in English: Exploring the Role of Knowledge in the English Curriculum #38. Chris Curtis - How to Teach English: Novels, Non-Fiction and their Artful Navigation #39. Lee Sullivan & Liz Durden-Myers - Is PE in Crisis? Leading Much Needed Change in Physical Education #40. Adam Robbins - Middle Leadership Mastery. A Toolkit for Subject and Pastoral Leaders 3. Measuring Impact & Concluding Thoughts 4. Bibliography

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Book SynopsisInclusion for immigrant students with special educational needs (SEN) is a neglected area of research. This edited volume addresses this problem, providing up-to-date insights into the provided support and special needs education (SNE) for immigrant students in different contexts of the Nordic countries.This important book explores the diversity of student experiences, addressing both compulsory schools and vocational education, and examines how different Nordic countries conceptualise and approach support and SNE for immigrant students. Readers will get an opportunity to read various studies that address gaps in the realisation of inclusion and special need education. This book initiates a dialogue on generating new knowledge, approaches, and methods to expand the flexibility necessary to implement a fully inclusive education. The book offers research that includes strong theoretical and practical frameworks, interviews, interventions, assessments, case studies as well as ofTrade Review'If you are looking for a book that provides insights into the challenges faced by immigrant students with special education needs in the Nordic countries, and the strategies employed by the educational systems to address these challenges, then go no further. "Inclusion and Special Education Needs Education for Immigrant Students in the Nordic Countries" edited by Hanssen, Harju-Luukkainen and Sundqvist is the book that you cannot miss. The authors in this book draw on their extensive expert research and real-world examples to demonstrate the importance of inclusive and equitable education practices for immigrant students. The book offers both policy examples and practical advice on how schools and educators can support students, including suggestions for effective teacher training, collaboration with parents and communities.' Professor Sivanes Phillipson Ph.D., Chair and Professor of Education, School of Social Sciences, Media, Film and Education, Swinburne University of Technology 'This timely volume provides current, research-informed portraits of inclusive education for immigrant children and students across different grade levels, instructional settings and areas of challenge. Each chapter resonates with the voices of multilingual students and puts forth school-based practices and system level policies that provide a road map towards removing barriers and optimizing the educational experiences for and the wellbeing of these students. Researchers, policy-makers and practitioners will welcome this very informative guide.' Cristina Sánchez-López, Paridad Education Consulting and DePaul University, ChicagoTable of Contents1. Introduction to Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries; 2. Towards inclusive language education for immigrant students in Norwegian schools: a translanguaging-driven perspective; 3. Inclusion of Newly Arrived Migrant Students in Norwegian Schools: An Investigation of Different Introductory Models for Language Learning and Inclusion; 4. Assessing developmental language disorder in bilingual immigrant children: The case of morphological knowledge and executive functions; 5. “Then we had to analyse a picture” - blind immigrant student in upper secondary school; 6. Transformative leadership for inclusion and special needs education for immigrant students; 7. At the intersection of ethnicity and special educational needs. Findings from a longitudinal study in Finland ; 8. “First, you must speak good Finnish.” Adult immigrants’ descriptions of the actants supporting and hindering their inclusion in education and work in Finland; 9. Inclusion and special needs support for immigrant students in Finland; 10. Embodiment, creativity, and cultural sensitivity: including children’ productions and perspectives in the evaluation of their educational needs; 11. A scoping review on inclusion of immigrant children and families in Nordic Early Childhood Education; 12. The professional role of special needs educators in Sweden related to special support and development of learning environments for immigrant students; 13. Deaf, diverse and denied: Insights and challenges in responding to the educational and linguistic human rights of deaf immigrant students; 14. School(s) for all?: Inclusion, special education and multilingualism at the intersection of disability and migration in Sweden; 15. Teachers’ perspectives on additional support for immigrant students in Icelandic schools; 16. Inclusion and special needs education for immigrant students in the Nordic countries – What are the lessons?

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Book SynopsisAdvancing Data Science Education in K-12 offers a highly accessible, research-based treatment of the foundations of data science education and its increasingly vital role in K-12 instructional content.As federal education initiatives and developers of technology-enriched curricula attempt to incorporate the study of data scienceâthe generation, capture, and computational analysis of data at large scaleâinto schooling, a new slate of skills, literacies, and approaches is needed to ensure an informed, effective, and unproblematic deployment for young learners. Friendly to novices and experts alike, this book provides an authoritative synthesis of the most important research and theory behind data science education, its implementation into K-12 curricula, and clarity into the distinctions between data literacy and data science. Learning with and about data hold equal and interdependent importance across these chapters, conveying the variety of issues, situations, and deci

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Book SynopsisSEND Leadership completes the âEssential SENCO Toolkitâ trilogy and provides SENCOs and SEN practitioners with the guidance and tools needed to aid their leadership and quality assurance (QA) roles.The book explores the intent, implementation, and impact of SEND systems, preparing the reader for purposeful monitoring and accountability. It empowers educators to think strategically and to define, refine and action their aspirations for leadership.Key features include: An introduction to the 7Ds of Leadership â deliberate, dynamic, daring, dutiful, doable, developmental, and distributive â which when combined with the 7 Cs and Ps from the previous two books, places CPD at the heart of effective SEND leadership. An extensive SEND QA toolkit, leadership self-evaluation tools, and an annual strategic planner. A SEND review audit framework with a portfolio of evidence and toolkit of materials including interview and observation schedules

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Book SynopsisThe teaching of sex and relationships is now statutory, but many secondary schools and teachers are struggling with this essential topic. Can we really talk about sexual pleasure? How do we make our teaching LGBTQ+ inclusive? How do we engage boys with discussions about sexual violence? These and many other questions will be answered in Empowering Relationships and Sex Education.This book helps schools understand that the statutory content is not the maximum they can do, rather it is the minimum they should do. Quality RSE offers young people skills for life. It empowers them to love themselves and find love with other people. It helps them acquire a clearer sense of themselves and their character and helps to develop empathy with others. It fosters a sense of agency and reciprocal sexual citizenship. It combats fear and shame around sex, unhelpful messages from porn, peer pressure and so much more. Good RSE is everything!This book is a way for you to educate yo

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Book SynopsisThis novel volume investigates the motivations behind disruptive pupil behaviour and offers practical guidance through discussion of a novel theoretical framework that explores how students perceive schooling, uncovering what their behaviour can tell us about how to adjust the school environment.Drawing on cutting-edge research and internationally relevant themes, chapters argue that non-compliant behaviour by students is not mindlessly reactive but is purposeful a means to make themselves heard. The book explores a dynamic understanding of the processes of placemaking and offers insights on how students create ''student-friendly'' places by re-appropriating spaces within schools and why they might behave in certain ways. Arguing that the wider implications of a failure in educational policy is detrimental to student retainment and success, the book will ultimately have ramifications across disciplines and classroom contexts in improving student engagement.This book wTable of Contents1. Introduction 2. Power, Resistance and Voice 3. Place and its Investigation 4. Space and Place in School 5. Creating Places of Resistance 6. Movement and Barriers to Movement in School 7. Disaffected Young People, Relationships with School Staff and Student Voice 8. Unconventional Relationships and Trust 9. The Limitations of Democratic Student Voice Structures 10. Vocational Education, Imagined Futures and Cruel Optimism 11. The Nature of Schoolwork and its Relationship to Identity and Resistance 12. A Compartmentalised Experience of School 13. Resistance is not Futile

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Book SynopsisBringing the English Curriculum to Life builds on David Didau's groundbreaking book Making Meaning in English by showing how the principles of the original book can be applied in schools and classrooms. Drawing together experiences of designing, teaching, supporting and assessing English across the schools within Ormiston Academies Trust (OAT), this book demonstrates what an ambitious, coherently sequenced, broad and balanced English curriculum with successful adaption for students with SEND can look like in practice.Designed around the explicit teaching of the powerful conceptual knowledge students need to master the discipline, the book offers a fully resourced English curriculum packed with teaching suggestions and examples of high-quality practice. Covering intent, implementation and assessment, and outlining in detail what is included in each module for KS3 and 4, the curriculum can be adopted in its entirety, but is also flexible enough for departments to

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

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Book SynopsisThis book is a unique primer for school professionals, educators and policymakers to develop a solid understanding of the domains essential to cultivating and sustaining successful schools. It also provides essential reading for researchers interested in these issues more broadly.In response to various sensationalist discourses around schooling that dominate both mainstream and social media, the authors draw upon both long-standing and up-to-date research from around the world to present a more accurate, holistic, and optimistic approach. The book identifies the key domains that are necessary to address concerns in equity, leadership and teaching for enhanced student learning and wellbeing. Specifically, these domains relate to: (1) system-wide approaches to enhance school performance; (2) building teacher capability for student learning; (3) educational leadership as a vehicle for leading learning; and (4) building community infrastructures' for equitable, place-based l

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Book SynopsisThe research in this volume draws on aspects of complexity theory and its integral link to systems performance to propose a new method for combatting the longstanding opportunity gap and related underperformance of so many underserved students in the American educational system.Through a longitudinal case study of the Lynch Leadership Academy at Boston College, this research considers the initial conditions and related disequilibrium principals experienced, the degree to which principals shared power and authority within their school context, and the extent to which they generated a shared school culture founded on collaboration and systematic reflection. From these data, the authors create a detailed picture of the Academy and its impact on the principals and their schools, using a new analytic tool called the âœsystems transformation heuristic, designed by the authors to quantify the qualitative dimensions of a schoolâs efforts to enact adaptive change consistent with the complex adaptive system metaphor.As such, it offers a new foundation for conceptualizing ongoing systems change, as well as a fresh model for school personnel to consider their experience from concrete, intertwined, and unique points of view. It will appeal to scholars, researchers, and practitioners with interests in educational leadership, complexity theory, urban education, and social justice.

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Book SynopsisThis book explores school processes that shape student learning and principalsâ leadership. It uses an interdisciplinary approach by applying the complexity governance and leadership theories drawn from public administration and leadership discourse in education. The strength of this book lies in identifying the latent processes that determine governance and leadership using interaction, inter-relatedness and interdependence through explanation building used in advanced qualitative analysis which hitherto rarely used in education. For this purpose, it first draws organised data developed as leadership function-behaviour interaction in the book School leadership in India: Styles, functions, behaviours and practices written by the same author and published by Routledge in 2025. Another important feature of the volume is how it applies robust theories drawing from public administration and educational leadership using an interdisciplinary approach that was rare to find in studying school governance and leadership.This book will be of interest to researchers, academicians working in the area of educational leadership and management, school and teacher education in universities, research institutes, think-tanks working on education policy, good governance and public policy in general. It is also relevant in management institutes, public administration, development studies and public policy in universities.

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Book SynopsisThis important book is an exploration of the ways parents, teachers and academics view the development and schooling of young children with disabilities. It offers an in-depth examination of the common and critical issues that emerge as children and their families first enter the school system, navigate the educational landscape and learn to advocate for their rights. Each chapter of the book presents a parent's perspective of significant issues, followed by a teacher's perspective. From their stories, numerous themes are identified and connected to the academic literature. The experiences shared and the literature reviewed address the challenges, successes and opportunities for increased understanding that emerge as parents and educators work together toward a common goal. Sharing Perspectives for Educating Young Children with Disabilities is essential reading for all pre-service and in-service early childhood and special education professionals and parents engaging in the p

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Book SynopsisThere is a glaring lack of recognition for the contributions of women to innovation, entrepreneurship, and sustainable development in literature. This book seeks to address this gap by highlighting the often-overlooked accomplishments of women in these crucial fields.Women-Led Innovation and Entrepreneurship: Case Studies of Sustainable Ventures and Practices features interviews with industry thought leaders and experts, providing exclusive insights into the changing role of women in driving sustainable development through innovation. The book offers a range of resources, including checklists and tools, designed to foster a supportive environment and offer practical advice and strategies for aspiring entrepreneurs and innovators. It outlines actionable steps for implementing sustainable practices and provides valuable insights that can be applied in the real world. Furthermore, this book presents in-depth case studies of women from various industries and regions, showc

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Book SynopsisHeadteachers need to have a view on every possible aspect of running a school and be able to justify and articulate a set of values that tie into their vision. This essential text considers every aspect of leading a school, from the technical to the visionary, enabling you to support the best holistic educational outcomes for children.Written by experienced headteacher and bestselling author, Andrew Hampton, the book examines school leadership from four angles â how to lead pupils, staff, parents and governors. Full of practical strategies to help readers respond to the challenges and dilemmas of running a school, the chapters provide valuable insights into key topics such as inspection, behaviour, curriculum, crisis management, safeguarding, budgeting, and parent partnerships. Throughout, there is a focus on building personal and professional resilience and ways to become emotionally robust. Written for new and aspirant Headteachers across the primary and secondary ph

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Book SynopsisEvery student deserves a high-impact, well-qualified, and governance-driven school board. In this helpful book, bestselling authors Ryan Donlan and Todd Whitaker show you as a school board member how to make smart, worthwhile decisions that will lead to positive change in your district. The School Board Memberâs Guidebook addresses the challenges of making realistic choices that will truly benefit the school and have a lasting impact. Topics include: â How to work and communicate effectively with the superintendent during the year; How to rise above contentious issues, while still showing you care about peopleâs viewpoints; â How to represent the interests and needs of the community at large; â How to keep your constituencies focused and informed through strategic planning and structured committee participation; and â How to host constructive and cordial school board meetings. Each chapter offers strategies, tips, and sample scenarios. In addition, this timely second edition features a new chapter on the roles and challenges of the board president. With the resources and the practical advice throughout the book, youâll be able to make a lasting difference in the lives of every student in your district.

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

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

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Book SynopsisReal-life examples to inform and inspire caring in your leadership practices! The practice of caring is essential to effective schooling. Published as a companion toCaring School Leadership, this comprehensive resource of powerful, real-life stories will make clear the connection between caring leadership and student academic success and well-being.Stories of Caring School Leadershipincludes a guide for using the stories in self-directed reflection and learning, for educators practicing in schools and professional preparation programs. Readers will find stories that will help aspiring and practicing leaders reflect upon and further develop caring as a quality of their leadership affirm the importance of caring as a fundamental quality of school leadership provide examples of caring school leadership in action that can be analyzed, reflected upon, and used to develop practice Stories have the power to Trade ReviewCaptivating, moving, and sincere; a beautiful collection of stories of caring leadership practice. Full of dilemmas around boundaries and privacy, ambiguities and ethics, inequities and responsibility, this book illuminates, instructs, and inspires. It will be an eye-opener for anyone skeptical of the hard and necessary work that is caring and that schools and educators do on a daily basis. -- Milena BatanovaWhat an interesting time we are in where a book that feeds the spirit presents a perspective that is both bold and lacking in today’s discourse! Our society’s future lies in our ability to guide the youngest among us towards social and emotional health. We will have left an indelible mark on society if we are able to cultivate in our future leaders with the capacity to be thoughtful, intelligent, kind, and caring. It will take a journey to get there from where we are today. This book should be required reading for the trip. -- John C BorreroThe voices of these inspiring educators and their stories of hope bring to life how "caring lies at the heart of schooling" (p. xii). We are reminded that the little things are the big things. The stories illuminate the power of caring, loving, holding, listening, and being present—physically and psychologically—to and for each other. The storytellers create a tapestry made up of the textures of care in different forms—helping us to move closer together in our relationships and connectedness. Get ready to open your heart and be filled with goosebumps. -- Ellie Drago-SeversonAnyone who has ever worked in a school understands how important caring leadership is for human flourishing. With provocative questions for immediate application, these three highly respected scholars have framed stories that prove that caring leadership is happening in schools right now. The stories told by school leaders themselves are instructive and inspiring. The student artwork is a perfect complement. This book is more than a must-read for educators - it is a pure joy. -- Jon EckertThese stories truly capture what is at the heart and soul of good school leadership: authentic and unwavering care. These accounts are inspiring and motivating for anyone beginning, proceeding along, or reflecting on their own journey as a school leader. I’m forever grateful for the gift these authors have given us all. This will be a frequently called upon resource to share with the current and aspiring leaders I support. -- Richard FrankThe stories in this book remind us that caring is an indispensable quality in teaching and leadership. Stories of Caring School Leadership is an essential resource for those charged with supporting students and adults for today′s world—and tomorrow′s. -- Kevin GallickThis profound and practical book animates the irreplaceable presence of caring necessary for the learning and development of children and youth. Constructed from practitioners’ stories with multiple avenues for access, the moving narratives give examples of why high school parents will flock to conferences, how middle school students were helped to address concerns about a teacher, an elementary child on the autism spectrum was given timely support, an equity committee was formed, and how an organizational context for caring was created. -- Robert GarmstonStories of Caring School Leadership brings compassionate, caring leadership to life through poignant stories and inspiring artistic expressions. The National Association of Secondary School Principals is committed to supporting gtreat leaders in every school who are committed to the success of each student. The sharing of student artwork lets the reader peer into the hearts of our most vulnerable and most precious assets—our students. This book "shows and tells" what school leadership should look like. Congratulations to Mark, Joe, and Karen for bringing authenticity to the vision of school leadership that NASSP finds crucial. -- Beverly J HuttonAt times both touching and heartbreaking, this book is a rich source for learning that helps us envision equity -- truly caring about each individual student and valuing their unique set of experiences, assets, and needs. I connected with so many of these stories, and I applaud the authors for embracing the power of stories to bridge the gap between theory and practice. To lead for equity, we must do the internal work to see and recover from our own biases and assumptions about students, teachers, and families. These stories are a powerful tool for connecting though our shared humanity and for co-creating the culturally responsive and just school experiences that will free our young people to flourish. -- Rebecca D. KayeThis collection of stories presents an authentic picture of what it means to be a school leader today. As I read the book I cried, laughed, nodded, and said aloud, "Oh, yeah, that happens, sometimes more than we’ll ever know." The storytellers paint a picture of the challenges students face each day that extend beyond their academic success and how school leaders are instrumental in shaping and nurturing schools in which students’ very existence and well-being depend on caring school administrators. This book illustrates the many ways leaders cultivate and model caring within their community to extend collective responsibility for student, staff, and family success. These stories show how vital it is for today’s school leaders to act with compassion and urgency so that all students, staff members, and community members have advocates, are acknowledged, and feel worthy, valued, and cared for. -- Joellen KillionAs a teacher and principal for nearly twenty years, I highly recommend this book to all educators needing a return to the well that drew us into the profession in the first place. The premise and stories in the book tap into the common thread that unites all educators but is often overlooked—a care for humanity. Smylie, Murphy, and Louis remind us that an ethos of caring is a resilient, sustainable, effective road to the Rome we seek for our students and communities. The stories in the text are perfect for a mid-afternoon reading with leadership teams, faculty, or pre-service teachers as a way to reground ourselves in the work that ultimately matters most. -- Christian SawyerStories of Caring School Leadership centers us in the reality that our most essential and basic need is to feel known and cared for. It is through our connection to each other that we grow and thrive. This book brings years of research on school leadership to life. It serves as a powerful resource for school leaders as they deepen their commitment to foster caring within their schools. Stories move people and without a doubt the readers of this book will be drawn, moved, and compelled to invest again and again in the students, educators, families and communities that they serve. -- Sonia StewartThis book is a treasure trove of meaningful and beautiful stories that illustrate the power of caring between educators, students, and families. The book begins by defining caring in the context of schools, followed by a cogent argument for why we need to understand and practice caring. At the start of each collection of stories, there is a set of focusing questions to deepen the reader’s engagement with and reflection on the stories. This book would be valuable for the preparation of school leaders, as well as for self-study and professional development. -- Megan Tschannen-MoranThis collection of stories demonstrates the importance of building caring relationships with children and their families in order to create a school culture where learning can take place. You will find examples of how school leaders show students and their families empathy, kindness, and compassion. This book is a must read for educators who want to see the Professional Standards for Educational Leaders brought to life. -- Jacquelyn WilsonTable of ContentsList of Illustrations Preface Acknowledgments About the Authors Introduction: Caring School Leadership Collection I: Stories of Being Caring in Relationships with Students Introduction Questions for Reflection and Discussion Stories From PreK and Elementary Schools 1. Walk You to School? 2. Terry 3. Ana 4. I Don’t Have a Knife 5. Opening Up 6. Had It Gone a Different Way 7. Three Musketeers 8. Fever Free and Smiling 9. Now What Do I Do? 10. Sheila 11. Pizza and a Football 12. Connecting 13. Two Yearbooks 14. The Lunchroom Stories From Secondary Schools 15. Minister of Presence 16. Sue Knows She Is Loved 17. What’s Going on With Renee? 18. Promise 19. Red Sneakers 20. Nate 21. Patrick 22. Four Years With That Student 23. On the Bus Ramp 24. Giving and Taking the Chance 25. You Just Gotta Be Calm 26. Not Giving Up 27. The Last Leg 28. I’ve Got Your Back 29. Toss and Turn 30. Authentic Care 31. Jason 32. Let Me Work on That 33. The Business Card 34. Not All Who Wander Are Lost 35. Not Too Tired to Be Caring 36. Swimming Upstream 37. Try This 38. The Tux 39. Breaking the Law 40. No Pity, Just Care 41. It’s Because My School Family Loves Me 42. Natalie 43. Our Collective Responsibility 44. Bicycle Built for Two Collection II: Stories of Cultivating Schools as Caring Communities Introduction Questions for Reflection and Discussion Stories From Elementary Schools 45. We Like the Egg Chairs 46. Hear My Message, Not My Tone 47. Family Connect Time 48. Our Transformation 49. Dots 50. Season of Giving 51. Evaluating Faculty With Challenge and Support 52. Coaching With Care 53. Accepting Your Feelings 54. Seth 55. Learning Together 56. Helping a Teacher Build Relationships With Students 57. Buddy Bench 58. 360 Degrees of Caring 59. The Results Are In 60. Always There for Me 61. Lunch With the Principal 62. School Welcomes Stories From Secondary Schools 63. We Choose Relationships 64. Small Steps 65. Getting You Ready to Walk 66. Student Advocates 67. Grab a Sandwich 68. Welcome to Refugee High 69. Do We Really Know? 70. Setting Rules and Policies 71. No One Graduates Alone 72. Responding to the Crises 73. Good Works Toward Each Other 74. Fostering a Caring Faculty Culture 75. Promoting Safety and Community Through Near Peer Mentoring 76. When It Is Actually Not Easy 77. Mama Bears 78. Celebrating Matt 79. Everyone Has a Voice 80. Our Work Is Really All About Caring 81. A More Inclusive Culture 82. Enforcing the Norms 83. True Safety 84. Gail and Her Girls 85. Our Food Pantry Collection III: Stories of Fostering Caring in Families and Community Introduction Questions for Reflection and Discussion 86. Engaging Parents in Equity Dialogues 87. The Fire 88. Family Support 89. This School Is Here for You 90. An Open Letter to Parents of Children Throughout New York State Regarding Grades 3–8 Testing 91. Community Career Fairs and Pop-Up Food Banks 92. Born and Bred 93. We Are Going to Be Together in This 94. My Mom Is in Trouble 95. We Just Couldn’t See It 96. Our Next Mayor 97. Promoting Early Childhood Education in Families and the Community 98. Visiting With the Kids 99. Parent University 100. What Can We Do? Bibliography

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Book SynopsisCoaching Teachers and Leaders to Greatness Research shows that coaching is the best way to bring about robust change in both instructional and leadership practices. Coaching becomes evocative when it is a person-centered, strengths-based model grounded in adult learning theory, focused on growth. Designed as a companion to both Evocative Coaching: Transforming Schools One Conversation at a Time, 2nd Edition and Evoking Greatness: Coaching to Bring Out the Best in Educational Leaders, this guide will allow coaches to reflect on their learning and put evocative coaching strategies into practice. Readers will learn how to: Follow the LEAD (listen, emphasize, appreciate, design) process to become a partner in professional learning Engage in coaching conversations as they develop evocative coaching skills through various activities that invite reflection Develop instructional coaching and leadership skills that foster innovation This interactive guide is meant to be used by participants of an evocative coaching workshop, members of a book study group or PLC, a self-study reader, or anyone who wants to coach teachers and leaders to greatness. Table of ContentsForeword by Megan Tschannen-Moran Chapter One: Practice for Chapter One Activity 1.1 Interview Activity 1.2 Adult Learning Reflection Activity 1.3 Adult Learning Characteristics Activity 1.4 Coaching Demonstration Activity 1.5 Coaching Demonstration for LEAD Activity 1.6 Coaching Platform Chapter Two: Practice for Coaching Presence Activity 2.1 Coach as Whisperer Activity 2.2 Exploring Trust Activity 2.3 Brainstorming Activity 2.4 Creative Energy Check In Activity 2.5 Reflection without Judgment Activity 2.6 Importance of Trust Activity 2.7 Coaching Energies Activity 2.8 Coaching Practice Activity 2.9 Coaching Presence Chapter Three: Practice for Listen for Stories Activity 3.1 Mindful Listening Activity 3.2 Story Listening Activity 3.3 Quiet Listening Activity 3.4 Reflective Listening Activity 3.5 Imaginative Listening Chapter Four: Practice for Empathize for Connection Activity 4.1 Observations without Evaluation Activity 4.2 Distinguishing Feelings from Thoughts Activity 4.3 Distinguishing between Needs and Strategies Activity 4.4 Feelings and Needs Activity 4.5 Empathy Statements Activity 4.6 Restating Causal Attributions Activity 4.7 Compassionate Listening Interview Interlude: The Learning Brief Activity - Learning Brief Template Chapter Five: Practice for Appreciate Strengths Activity 5.1 Appreciative Inquiry Activity 5.2 Appreciative Inquiry Principles Activity 5.3 SOAR Chapter Six: Practice for Design for Action Activity 6.1 Hypothesis Activity 6.2 Relevance Activity 6.3 Strategies Activity 6:4 Data Collection Activity 6.5 Confidence Level Activity 6.6 A Complete Coaching Conversation Chapter Seven: Practice for the Dynamic Flow of Change Activity 7.1 Flow Activity 7.2 Environmental Factors Activity 7.3 Immunity to Change Activity 7.4 Coaching Traps Chapter Eight: Practice for the Reflective Coach Activity 8.1 Reflecting on Action Activity 8.2 Feedback Activity 8.3 VIA Strengths Survey Activity 8.4 Cultivating Strengths Activity 8.5 Your New Coaching Platform Resources References

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Book SynopsisFrom surviving to thriving during constant disruption The updated edition of this handbook couldn't have come at a better time. Focusing on lessons learned from the disruptions of 2020, including the COVID school closures and the renewed pursuit of social justice, the authors show school leaders how to prepare for and respond to disruptions that are leading to a new normal. Educators are racing to stay ahead of pandemic-scale disruptions and need a blueprint for transformation. This book will walk you through the decision-making process so you'll be able to transform as a leader to confront the issues you'll face in the 2020s. Features include: Practical strategies for identifying and responding to disruptions An overview of the CAT framework: coping, adjusting, transforming Real-life stories from exceptional educational leaders Tips on guiding teachers, staff, and students through the many lessons learned during the pandemic Activities, scenarios, and practical actions to lead through complex topics that include remote learning, social justice issues, education reforms, generational differences, and social media issues The pandemic has been the biggest disruption in school history, and this will be a decade of monumental change for schools. Your stakeholders will look to you to guide themand this book gives you the tools you need to have the mindset and practical steps to be successful in an ever-changing world.Table of ContentsAbout the Authors Acknowledgements Preface Chapter 1: School Disrupted Chapter 2: Types of Disruptions Chapter 3: Safety Chapter 4: Diversity Chapter 5: Technology Chapter 6: Reforms Chapter 7: Generations Chapter 8: Global Readiness Chapter 9: Transparency Chapter 10: School Assessment Chapter 11: Hyper-Change References

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Book SynopsisTrade Review"This engaging and accessible book provides a valuable resource to catalyze teacher collaboration in dual language programs. Lachance and Honigsfeld take care to present strategies across the collaborative instructional cycle—from planning to teaching to assessment to reflection. For the novice and veteran alike, this work will guide and inspire collegial partnerships that advance dynamic bilingualism." -- Martin Scanlan"This book is the professional resource we’ve all been waiting for! I love the structure of this book and how it’s designed for an accessible book study for teams as they navigate the unique opportunities presented by co-teaching in dual language settings. I found this resource incredibly valuable for educators and leaders as it has practical tools and strategies that can equip us all to effectively collaborate with each other in our effort to better serve our dual language students!" -- Carly Spina"At last, a book we have been waiting for- one that combines our growing interest in dual language programming with collaboration and co-teaching. Scholars Joan Lachance and Andrea Honigsfeld provide practical guidance on the laws and regulations on one hand and our professional creativity and inspiration on the other. Drawing from their kindred spirit of space adventure and exploration, each chapter takes readers to a mission control room to learn about key ideas, an exploration site to try new these in our own contexts, a captain’s log space to reflect on our learning, navigation systems to provide us with key information from research and the field and much more as we prepare take-off to using an approach that works. -- Debbie Zacarian"In this powerful and practical new resource, Joan and Andrea have outlined not only why teachers should collaborate in dual language programs, but also how this collaboration can happen and what school leaders can do to support. By integrating the collaborative cycle of co-planning, co-teaching, co-assessing and co-reflecting within the unique dual language ecosystem, this book helps to build important connections - across languages and across disciplines – catalyzing both student learning and teacher learning." -- Jon Nordmeyer"Collaboration and Co-teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity is THE instructional resource that our dual language programs have been waiting for. It provides coaches and teachers a dual language specific collaborative instructional cycle that enhances teacher capacity and elevates student outcomes. Every chapter provides tips and tools for effective and practical implementation. I highly recommend it for district DL directors, campus and district coordinators, coaches, teachers, and paraprofessionals." -- Gloria Stewart-Kooper"Dr. Lachance and Dr. Honigsfeld’s text invites us to explore learning spaces where dual language programming and teacher collaboration unite, creating a school-wide web of intentional support for multilingual learners to flourish both academically and linguistically. I can′t wait to fly to the moon with this transformative lens of collaboration coupled with multilingual language development!" -- Helen (Lannie) Simpson"Mission Accomplished! My mind traveled through six chapters with a mission in mind: to learn, to understand, to anchor into real examples of practice and powerful strategies based on research. Strategic reflection pushes readers to pause, think, and formulate next steps to implement right away. This exceptional resource provides educators with much needed tools to navigate, explore, and map out ways to develop higher levels of teaching in dual language programs. As a dual language instructional coach, I transverse these territories in my daily practice and I can say I have found a focus for my upcoming year in my school with this book. Es una combinación perfecta de teoría, práctica y reflexión." -- Gabriela Garcia-Marroquin"Very few books explore the topic in a way that Lachance and Honigsfeld do. This book is for anyone embarking on implementing a dual language approach or revisiting their current program. It pinpoints the key elements of collaboration and coteaching from delivery, assessment to reflection. The book is unique in its format allowing the reader the opportunity to hear from practitioners and students." -- Barbara Tedesco"This book couldn’t be more timely! Creating space for teacher and leader collaboration that is efficient and effective can make all the difference when striving for a well-articulated program where each and every DLI student, teacher, and leader thrives. Thank you for this publication. It will go a long way toward helping leaders and teachers to advocate in their own districts and schools for finding space in an already busy schedule for meaningful collaboration." -- Jon Valentine"Educators involved in dual language programs will find Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity a much-needed book that guides teachers in how to effectively plan and reflect together. The many voices represented in the book are refreshing and the research presented is strength-based and highly relevant. This book is essential reading for teachers in two-teacher dual language programs who share students!" -- Karen Beeman"In this volume, the authors offer a strong rationale and practical, research-informed guidance for teacher collaboration and co-teaching for the sake of dual language education and the support needed to effectively design, deliver, and assess engaging instruction in dual language programs. In this unique resource, you will explore the fundamentals for dual language education and how the collaborative instructional cycle—co-planning, co-teaching, co-assessment, and reflection—is an essential component of dual language programs. This one-of-a-kind book is a must read for anyone who teaches or administers a dual language program!" -- Maria G. Dove"This is an invaluable resource for guiding educators who co-teach and co-plan in dual language programs. It is not only based on theory and research but includes options to facilitate the process of getting started and making existing dual language programs more effective. This well-stated phrase "Dual language is for everyone in K-12 education" cannot be emphasized enough! Multilingualism promotes equity for all and should be the norm in all schools!" -- Mónica Lara"A welcome addition to the professional literature on dual language program implementation! Co-planning across instructional personnel and across languages, co-teaching, collaborative assessment and collaborative leadership are critical to the success of dual language programs and this volume delivers on all of those topics! Packed with useful figures, charts and checklists and organized around catchy recurring icons that represent the overarching organizational structure for each chapter, this volume is extremely approachable, highly interactive, and well-grounded in the 4 pillars of effective dual language programs." -- Nancy Cloud"Dr. Lachance and Dr. Honigsfeld harness their knowledge on collaborative practices to provide critical research-supported and classroom-approved recommendations for dual language educators that will maximize student growth towards bilingualism, biliteracy, and multiculturalism. This book will be a powerful and practical tool for educators to understand the how and why of collaborative practices in a dual language program." -- Ryan Zak"This book provides a better understanding of how collaboration can move student learning, strategies for additive forms of multilingualism, as well as an invaluable historical perspective addressing the dangers of a deficit approach to language pedagogy. Examples and anecdotes show how dual language programs and collaborative teaching can change dynamics and better support student learning. Not only does this book provide tools and resources, it also provides writing and discussion prompts that allow readers to process and clarify their own perspectives as they react to the content. This book really hits the mark in helping shift mindsets about dual language education." -- Lisa Auslander"Successful collaborations in education have transformative power for the educators engaged in it and, most importantly, for the students benefiting from it. Yet, collaboration requires specific resources for success- time, intention, knowledge, and skill. Collaboration and Co-Teaching in Dual Language is a key publication for acquiring the knowledge and skills to make collaboration successful in dual language classrooms. From a social justice perspective, it is a critical contribution to the field to bring about equity to the multilingual learners in dual language. Thank you for bringing this work to life and to our classrooms. ¡Adelante!" -- Mariana Castro"This practitioner-oriented book is a must-have for all educators -from paraprofessionals to classroom teachers to the school and district leaders - who support Dual Language Learners. It is perfectly timed for today′s dual language educators who are advancing students toward multilingual language diversity society. In addition to the most recent foundational research on dual language instruction, the book provides a plethora of essential tools and resources, coupled with real-world scenarios, demonstrating the work necessary to implement effective dual language programs. Best practices are highlighted and showcased throughout the book through a robust array of authentic examples." -- Ron Woo"Our students deserve coherent, language-rich, multilingual learning, yet it′s often so hard when we lack a map to guide our work. Lachance and Honigsfeld remind us that our intentional planning and our collaborative conversations will ensure that our students simultaneously develop academic, linguistic, and cross-cultural skills. I′m delighted that Joan and Andrea have stepped into this unique space and I′m anxious to share their roadmap with my colleagues in Tigard-Tualatin schools." -- Tim Blackburn"It is exciting to see an advance copy of this book. This book will be transformational for our practice as a group of dual language schools. The authors masterfully weave practice, practical application, pedagogy, and the multicultural multilingual voices of students and educators in schools throughout the globe. I am thrilled to have this resource for my dual language teams. It is packed with concrete examples of pedagogy manifested in the classroom, but also highlights that most important ingredient that must be baked into any dual language program -collaborative practice. -- Stephanie Drynan * Dual Language Coordinator, Qatar Foundation Schools, *Table of ContentsForeword Chapter 1: Introduction Chapter 2: Foundations of Dual Language Programs Chapter 3: Collaborative Planning in Dual Language Programs Chapter 4: Collaborative Teaching in Dual Language Programs Chapter 5: Collaborative Assessment and Reflection in Dual Language Programs Chapter 6: Leadership Support for Collaborative Practices in Dual Language Programs References

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Book SynopsisLearn how to take self-care off your to-do list! It's been a rough couple of years for teachers and school leaders. Your ability to be resilient and concentrate on social-emotional learning has been put to the test and now you deserve reliefwithout the pressure of having yet one more thing piled on your plate. This book's unique and compelling framework empowers you to practice self-care through thoughts and actions that are within your control, enhancing your well-being without taking on extraneous responsibilities. Features include A checklist for determining your baseline of strengths and needs Self-reflection questions, journaling opportunities, and action-planning exemplars A process for tracking, celebrating, and revising your own tangible objectives Teaching guidance for distance or hybrid education Strategies to share with your students It's right there in the word: well-being! It isn't a thing to do, but a way to be. When you integrate the principles of SEL into your everyday life, you'll be a person of joy, peace, and gratitude and a more inspired and empowerededucator.Trade Review"Social Emotional Well-Being for Educators is a valuable resource. Michelle Trujillo has created a Framework for Social Emotional Well-Being that is aligned with the five SEL competencies as defined by CASEL and which provides practical ideas, strategies, and opportunities for educators to nourish their own well-being and ultimately those of young people." -- Karen Van Ausdal"She had me at ′Throwing Out the Lesson Plan.′ Michelle Trujillo’s latest book offers some of the most relevant advice I’ve heard in the wake of pandemic education—starting with throwing out the lesson plan! These are not normal times, and we should not be conducting business as usual in our schools. In fact, even under the best of circumstances, some of our most impactful teaching moments happen when we are willing to be present in the moment and connect with our students on a deeper level. This book will help us do exactly that, and equally important, learn to care for our own well-being along the way." -- Amy Cranston, EdD"As a life-long educator, Michelle Trujillo understands that SEL skills are the essence of who we are as human beings. She knows through her work in alternative education that SEL skills can serve as our North Star when our life’s journey presents rough seas. Social Emotional Well-Being for Educators empowers us with reflection opportunities, practical strategies, and a framework for being that will light our way as we encounter the challenges found in uncharted waters. -- Maurice J. Elias"Social Emotional Well-Being for Educators is a necessary read for anyone working within a school community. An educator’s well-being is vital to supporting the whole child, mitigating instructional loss, and integrating social emotional learning into the culture of the school community. Michelle′s newest book provides a framework for adult SEL that is authentic, practical, and empowering!" -- Doug Fisher"If you want to know more about enhancing your social emotional well-being while making a tremendous impact on students, then this is the book for you. It is a delightful guide full of important information, especially when there is nothing left in your emotional tank. Michelle Trujillo takes readers on a wonderful journey into the work of social emotional learning and helps us continue to be empathetic, kind, and understanding educators. There is no other book like it! -- Pam Gilmartin, MEd"Michelle has a voice that speaks directly to each reader and provides a deeper connection to the applicable content she provides in this book. It′s obvious from her writing and storytelling that the well-being of others is one of her core values. Social Emotional Well-Being for Educators will have an immediate and positive impact on students and teachers alike." -- Keely Keller"Social Emotional Well-Being for Educators is more than a book about ′adult SEL′ or adult ′self-care′—it is about a way of being for teachers which will affect their relationships with students and their ability to better handle the challenges of teaching in 2022 and beyond. This important book is grounded in good science and provides well-scaffolded tools that can help teachers be more self-aware and reflective about their behaviors. It is also grounded in good practice and will help teachers to be more empathic and to intentionally act in a way that supports equity and their connectedness with students and others." -- David Osher, PhD"Teachers, school counselors, and other school staff will find this book a welcome support to deal with the stress and strains during COVID times and beyond. There are two strategies for handling these tough times—tolerating them, or pausing just long enough to grow from them. This hands-on book offers the strategies needed to pause and grow." -- Sara Rimm-Kaufman, PhD"Michelle Trujillo has created a framework that integrates the concepts of Adult SEL and equity in a way that is applicable and meaningful. She ties the core components of social emotional learning with specific competencies for adults in a ′way of being′ for educators. Stakeholders need materials like this book to help guide them through the process by focusing on relevance, recognition, reflection, and making it real. Michelle is able to describe these concepts in concrete detail that will help our educators work through roadblocks to their personal well being. I highly recommend this book for all educators." -- Jennifer Rogers, PhD, LPC"The teaching profession is the only one that impacts every other. Regardless of what people ultimately do, at some point they experience the influential effects of the person(s) who taught them how to do it. Michelle Trujillo makes an even more impactful point: While what we as educators do or teach others to do is essential, what and how we be is even more crucial. She addresses the premise that when we are socially and emotionally well, we are better able to encourage students to be the same. This well-written book even provides a definitive framework for doing so by operationalizing how one becomes more reflective, intentional, empathetic, connected, accountable, and equitable. Particularly at this challenging time, her book is one that must be read and practiced!" -- Marcia TateTable of ContentsThrowing out the Lesson Plan Adult SEL: Just Another Educational Initiative? A Framework for Social Emotional WellBeing It’s a Way of BEING! Setting the Stage: A Tiered Continuum Social Emotional WellBeing Check In Conscious Connection Chart A Deeper Dive: Relevance, Reflection, and Making it Real Be Reflective Be Intentional Be Empathetic Be Connected Be Accountable Be Equitable Modeling in the Moment Guidance for Being During Distance or Hybrid Education Social Emotional WellBeing - Strategies for Students A New Lesson Plan Meet the Author and the Thought Partners Acknowledgments References

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Book Synopsis

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

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

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