Schools and pre-schools Books

Book SynopsisRestorative practice is a proven approach to discipline in schools that favours relationships over retribution, and has been shown to improve behaviour and enhance teaching and learning outcomes. However, in order for it to work, restorative practice needs a relational school culture.Implementing Restorative Practice in Schools explains what has to happen in a school in order for it to become truly restorative. Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice. Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered. Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks.Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.Trade ReviewWe know children need caring relationships, healthy communities and a way to fix their mistakes, but how do we get everyone in the school community building relationships and community, and offering help, all at the same time? Blood and Thorsborne have gathered the research on implementation, molded it into useful insights and provided practical direction in this clear and helpful book -- a book every school administrator should read. To be committed to school change, one has to first understand change. Using the insights of change theorists and their own pioneering experiences, Marg and Peta provide that essential understanding. -- Nancy Riestenberg, School Climate Specialist, Minnesota Department of Education, USAThis book is an inspiration. It is the natural successor to the first generation of books that set the scene by explaining what restorative practice looks like in a school setting. The book addresses the challenge many educators face after the initial excitement of their first restorative skills training course -- how to spread the insights and the practice across their school community? Drawing on their wealth of experience, Marg Thorsborne and Peta Blood explain what the pitfalls are likely to be, and how to overcome them. They bring insights from the field of change management which are invaluable, and they offer case studies from schools all over the world to give weight to their message.I have no doubt that this book will become the core text for all those leading or supporting schools on their restorative journey. I can hardly wait to make use of the numerous practical ideas and resources that are provided with colleagues in the field. -- Belinda Hopkins, Director, Transforming Conflict, National Centre for Restorative Approaches in Education, UKTeaching young people and staff (and indeed parents/carers) to forgive each other and resolve problems is one of the most important jobs a school can do. Emotional intelligence is not an old-fashioned idea -- it is essential for well-being, and we need to make our students resilient and help them form healthy relationships. This book is a practical guide to changing the ethos or climate of a school and getting people to think about and change their behaviour. It gets us away from blame and negative attitudes, showing us a positive way forward. I can recommend this book to head teachers, teachers and all staff who support young people and who are interested in improving their own practice. This book will help them in that quest. I would also recommend this book to any parents/carers who are finding parenting difficult to manage. -- Kenny Frederick, Principal, George Green's School, London, UKMarg and Peta have done a huge favour to schools by distilling their years of training, research, reflection and leadership into this eminently practical and inspirational book. Wherever you are on your restorative school journey, this book will help. -- from the foreword by Graham Robb, a former secondary school headteacher who works in education and youth justice. He is Chair of the Restorative Justice Council in the UKTable of ContentsForeword by Graham Robb. Introduction. Section 1. A Whole School Approach. 1. Restorative Practice Explained. 2. Restorative Practice in Schools. 3. The Restorative School - Begin with the End in Mind. Section 2. Managing the Change Process. 4. Understanding the Change Process. 5. Why Change Fails. 6. Change is an Emotional Process. 7. Elements of Effective Change Processes. 8. The Importance of Leadership. Section 3. Making it Happen: An Implementation Guide. 9. Overview. 10. Getting Ready for Change. 11. Getting the Ball Rolling: Overcoming Inertia. 12. Implementing and Embedding the Change. Conclusion. Appendices. References. Recommended Reading and Helpful Websites.

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Book SynopsisThis book, dedicated to boarding schools, contains over 350 of The Good Schools Guide's highly informative and famously frank reviews. Whether parents are interested in big names, local treasures, state boarding schools or country preps, this is their unbiased guide to all that's best in British boarding.

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Book SynopsisThe genesis for this book, and the strategy within it, is a longstanding commitment from Essex County Council to improve the life chances and life choices of disadvantaged pupils being educated in Essex.The purpose of the book is to set out a strategic, evidence-informed approach with pupils, families, teachers, leaders, system leaders and wider agencies which puts learners first. This approach is rooted in best practice. It centres on improving the day to day learning experiences of disadvantaged pupils, leading to better long term choice and opportunity. Unity Research School and Essex County Council hope it will support efforts to address the impact of socio-economic disadvantage on learning in schools and colleges nationally.

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Book SynopsisMetacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.

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Book SynopsisThe SENDCO role can feel quite isolating. SENDCOs know more than anyone in their setting about SEND, so who do they go to when they need support? Especially when new to the role, who do you turn to when tackling a problem or looking for inspiration? The Lone SENDCO answers over 300 questions that SENDCOs grapple with, whether experienced or new: How should outcomes be worded? Do I get longer to respond if I receive a consultation in the holidays? How shall I structure my inclusion department? How do I assess SEND for a child with EAL? How should I be working with my school’s Careers Officer? How do I motivate disengaged learners? What do Ofsted look for in an inspection?Split helpfully into easily-workable sections, this reference book can be picked up and dipped into, whatever the priority. Whether it’s organising an annual review for the first time, taking your partnership with parents to the next level or linking your work in SEND to cognitive science, The Lone SENDCO tackles the questions you have and the answers you need.Sections include: EHCPs and annual reviews, working with parents/carers, statutory compliance and legislation, strategic thinking as a SENDCO, identification and assessment of SEND, supporting transition for pupils, working with pupils, Ofsted developing my knowledge as a SENDCO, funding for SEND, teaching and learning, exam access arrangements, understanding data, tracking progress, managing a SEND register, understanding the SENDCO role, challenging decisions around placement and provision, CPD as a SENDCO, SEND as a whole-school issue, working with TAs, working with external partners, provision mapping, interventions, troubleshooting and a guide to types of need.

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Book SynopsisHands up if you’ve ever been given lesson observation feedback that you didn’t understand, didn’t agree with, or just thought was plain rubbish. If your hand is in the air, you’re in good company! When it comes to teachers receiving high-quality feedback that helps them improve their teaching, we have a serious issue in our schools. Teachers want to improve their teaching. They embrace any opportunity to learn. They want other professionals to watch them teach and to get into conversations about developing their practice. What they don’t want is to be criticised, patronised, sent down blind alleys, or left utterly confused. Those who’ve been giving feedback telling teachers to ‘differentiate more’, ‘talk less’, or ‘let students lead their own learning’ have a lot to answer for. The Teaching Delusion 3: Power Up Your Pedagogy has been written to address the issue of teachers receiving poor feedback in our schools. As a self-improvement and coaching resource, it is essential reading for all teachers and school leaders. Through a detailed exploration of 12 key elements of pedagogy, author Bruce Robertson sets out a clear, researched-informed guide to improving pedagogy in every classroom, across every school. By highlighting key features of effective practice and a broad range of techniques teachers can focus on developing, this practical guidebook will be valued by professionals in all sectors, regardless of experience. The Teaching Delusion 3: Power Up Your Pedagogy completes The Teaching Delusion trilogy with a bang!

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Book SynopsisWhen it comes to 'The Excludables', it is time to shake up the debate.Students who are excluded from school, and society, are at a higher risk of being incarcerated. They are more likely to have mental health difficulties, special educational needs, live in poverty, have social care involvement and they disproportionately come from certain ethnic groups. This book pulls on all those threads using up to date research and establishes a deeper understanding of how and why these things affect school behaviours. The factors that lead to exclusion are complex, and this book meets that challenge head on, including the kinds of “crunchy bits” that are usually avoided at all costs, such as children who are high in callous-unemotional traits, and trauma-informed approaches in prison education.Written by an experienced educator and behaviour consultant, this book steps away from the worn-out discourse that surrounds behaviour in schools, and away from the notion that educators are the only relevant experts. Get ready to explore genetics, bias, epistemic trust, and the human stress-response system; all examined through the lens of the realities of behavioural challenge faced by educators every day.This is a read that will confront everyone in some way.

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Book SynopsisHow do you embed excellence into schools' everyday practices, not as an incidental or an accident, but as an actual ethic? Like the original book, this book is not a manual but what it offers is a thorough analysis of the Ethic of Excellence toolkit strategies, which can be applied across all ages and phases. The examination is placed within a framework of relevant research and is aimed at corroborating Berger’s strategies and ethics, as they apply to classroom practice. The book is written with the full support, and the ethical guidance of the author of 'An Ethic of Excellence: Building a Culture of Craftsmanship with Students', Ron Berger. Each chapter exemplifies the active ingredients for each of the key principles and underpins them with evidence-informed practice and practical examples, from across the curriculum. The book offers case studies and insights from senior leaders and teachers on what excellence looks like, within their contexts. Whilst school improvement is never finished, the book offers a manual for identifying Berger’s principles of excellence. Through focused and evidence-informed offering, it considers how to make excellence as an ethic permanent across any school and any curriculum.

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

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Book SynopsisLeaders Aren''t Born, They''re M.A.D.E. provides a practical, accessible approach to leadership, grounded in time-tested principles. Instead of reinventing the wheel, this book curates and synthesizes the most effective leadership techniques, organizing them into four essential pillars: Management, Awareness, Development, and Environment. Each pillar comes with a set of techniques, thoughtfully designed with memorable names, engaging fables, and clear descriptions that reveal the often invisible practices used by great leaders. These techniques serve as a roadmap for both personal growth and team development, making the book an invaluable resource for leaders at every stage. What sets Leaders Aren''t Born apart is its flexible, interactive format: it''s not meant to be read cover to cover. Instead, it''s a dynamic tool that allows you to assess your strengths and challenges as a leader and choose your own path to growth. After taking the self-assessment, you can focus on the areas where you need the most improvement, ensuring that you develop into a well-rounded leader who excels across all pillars. Whether you''re a seasoned leader, just starting out, or looking to develop your team, Leaders Aren''t Born, They''re M.A.D.E. is your guide to becoming the leader you aspire to be.

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Book SynopsisRestorative practice (RP) has been successfully implemented in schools for decades and is primarily associated with improving behaviour and relationships, by changing the culture of problem solving in the school. However, it has huge untapped potential to support initiatives in other areas, and this book provides examples of how RP can enhance the effectiveness of these other practices.Split into three sections, the book first looks at implementation, readiness and evaluation. It then covers integrating RP with, and linking RP into, other issues relevant to schools such as trauma, poverty, and mindfulness, and finally shows how to work well with parents and families. The book gives proven strategies for measuring success and evaluating effectiveness. Overall, it provides insight into a variety of issues RP can help schools with, and addresses them in practical ways to help schools implement restorative practice to its full potential.Trade ReviewThis book is a rich combination of analytical reflection, personal storytelling and case studies of how change plays out on the ground. It is a superb resource for anyone wanting to deepen their knowledge of how restorative practices can contribute to personal, institutional and societal transformation. -- Professor Chris Marshall, The Diana Unwin Chair in Restorative Justice, Victoria University of Wellington, New ZealandThis book is evidence that the field of restorative practices in schools has reached an unprecedented level of sophistication, complexity and maturity. Trainers, consultants, practitioners, researchers, educators, policy makers and school leaders will benefit from the "wisdom of the ages" shared here. A truly extraordinary contribution to the field. -- Martha A. Brown, Author, Creating Restorative Schools: Setting Schools Up to SucceedTable of ContentsForeword from Fania Davis; Contributor Biographies; Introduction - Margaret Thorsborne (Australia), Gillean McCluskey (England) and Nancy Riestenberg (Minnesota, USA); PART I: IMPLEMENTATION; 1. Assessing Readiness for Restorative Practice Implementation - Sue Attrill (Australia), Beverley Turner (Australia) and Margaret Thorsborne; 2. Solving Something Positively - Carol Edgerton (Scotland), Lyndsey Broadfoot (Scotland), Samia Bashir (Scotland) and Sharon Fitzpatrick (Scotland); 3. The Art of Integrating School Climate Initiatives - Kerri Berkowitz (San Francisco, USA); 4. A Tale of Two Districts: Implementation of restorative practices in a large and small district - Cindy Zwicky and Nancy Riestenberg ((Minnesota, USA); 5. Youth Engagement in Restorative Justice - David Yusem (California, USA); 6. Evaluation - the Art of Valuing - Terence Bevington (England); PART 2: ALIGNING APPROACHES AND KNOWLEDGE WITH RESTORATIVE PRACTICE; 7. ToM goes to a Restorative School - Katie Cebula (Scotland) and Gillean McCluskey; 8. Transforming Teaching and Learning through Mindfulness Based Restorative Practices - Annie O'Shaughnessy (Vermont, USA); 9. Positive Education and Restorative Practice: Shared values, goals and practices - Denise Quinlan (New Zealand); 10. Restorative Processes and Trauma Sensitive Schools - Nancy Riestenberg; 11. Restorative Practice as Peace Practice - Terence Bevington and Anna Gregory (England); 12. The Brains Behind the Restoration - Nathan Wallis (New Zealand); 13. Restorative Group Conferencing: Repair Deep Student Disengagement with Education, Prevent the School- to-Prison-Pipeline - Sara Davis and Michael Friedman (Minnesota, USA; 14. Working Restoratively with Parents - Jim McGrath; 15. Te Ara Whanau - Family Solutions. Restorative and collaborative journeys towards family wellbeing in Aotearoa New Zealand - Julia Hennessy and Nici Nixon (New Zealand); Conclusion: What next? - Nancy Riestenberg, Gillean McCluskey and Margaret Thorsborne

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Book SynopsisThis book shows principals how they can accelerate their impact and make a difference from day one. Speaker and author Dr. Brad Johnson offers new and experienced principals authoritative advice on how to succeed in key areas.Trade Review"Dr. Brad Johnson shares his insights for educators in a way that inspires success. This is a practical resource for leaders ready to commit to leveraging knowledge into action. Principal Bootcamp offers today's leaders insights into what works, why you should commit to working on it, and how to lead well."--Jessica Cabeen @JessicaCabeen, Nationally Distinguished Principal and Author"There has never been a more important time to read this book than now. Educators are desperate for leaders who--instead of being out of touch with teachers' hopes, needs, and struggles--lean into their calling to serve. Make no mistake about it, our ability to move and inspire those we serve has a direct impact on our kids' and our communities' wellbeing. Throughout these pages, Dr. Brad Johnson reminds educational leaders of the magnitude of our mission and helps us to unpack the most meaningful ways to leverage our influence."--Amy Fast, Principal, McMinnville High School, OR""Dr. Johnson is one of the most engaging speakers (and writers) in education and leadership. His life's work shines throughout the book. He tells what to do and what not to do with stories and examples. It is not a book full of jargon, as he believes in speaking so people can understand. Because he appreciates the time constraints facing teachers, parents, and principals, he gets right to the points he wants to make."--Carolyn Wilhelm, Midwest Book Review, February 2021, http://www.midwestbookreview.com/rbw/feb_21.htm#carolynwilhelmTable of Contents1. Influencing Yourself 2. Influencing Staff 3. Influencing Teams 4. Influencing Communication 5. Influencing Morale 6. Influencing Culture

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Book SynopsisAbolitionist Leadership in Schoolsoffers school and district leaders rich insights and approaches for recreating, restructuring, and reorienting their service to students, families, staff, and communities in crisis. Though often associated with sudden, large-scale disruptions, crises are ongoing mattersparticularly among systemically-oppressed peoplethat underscore the planning voids, resource inequities, marginalizing policies, and strategic lapses of any teaching and learning community while perpetuating students' social-emotional, psychological, and pedagogical traumas. This expansive book guides school leaders to providepre-emptive, premeditated, and progressive leadership while countering the impacts of racism that endure in our schools. Working from an abolitionist lineage, author Robert S. Harvey's radically humane vision explores lessons from our collective national past, provides strategic planning with creativities and contingencies, and fostersliberatorydecision-Table of ContentsIntroduction: An Ongoing Pursuit 1. Take Refuge in How: An Abolitionist Approach to Communal Consciousness in Teaching, Learning, and Care 2. A Tree with Roots: Probing American History to Situate an Abolitionist Approach to Crisis 3. Survival Is Not an Academic Skill: Radically Humanizing Trauma as a Means of Power in Navigating Crisis 4. Knowing People and Place: Strategic Planning for Communal Consciousness 5. The Danger of Acting: Making Decisions as Acts of Resistance at the Risk of Resentment 6. Just Say the Thing: Communicating Clearly, Directly, and Humanely 7. Asking a Lot of All: Reimagining Accountability for the Sake of the Community Conclusion: A New Way, a New World, a New Song

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Book SynopsisOver the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make what to do decisions, to apply technical skills to make how to do decisions, and to apply relational skills to engage in democratic decision making. Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the Trade Review"An outstanding contribution to principal preparation! Written by a thoughtful scholar with extensive school leadership experience, The School Principal highlights the complex roles, responsibilities, expectations, and demands faced by principals."--Lance D. Fusarelli, Professor of Educational Leadership & Policy Studies, North Carolina State University"Kowalski has succinctly comingled theory with practice for all facets of the principalship with an emphasis on recent school reform efforts. The School Principal is an informative read for aspiring and practicing school principals and is especially suited as a required textbook for the principalship course." -- I. Phillip Young, Professor of Educational Leadership, University of California, DavisTable of ContentsPart One: Schools and Principals1. Complex Nature of Schools2. Principal Roles and Responsibilities3. Effective Schools for All StudentsPart Two: Leadership Expectations4. Principal Behavior and Instructional Leadership5. Organizing and Evaluating Instructional Programs6. Building and Maintaining RelationshipsPart Three: Managerial Responsibilities 7. Managing Material Resources8. Managing Human Resources9. Managing Pupil Services10. Providing a Safe School EnvironmentPart Four: Vital Aspects of Practice11. Problem Solving and Decision Making12. Collaborative Efforts for School Improvement13. Commitment to Being a School Administrator

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Book SynopsisFirst published in 1959, Iona and Peter Opie's The Lore and Language of Schoolchildren is a pathbreaking work of scholarship that is also a splendid and enduring work of literature. Going outside the nursery, with its assortment of parent-approved entertainments, to observe and investigate the day-to-day creative intelligence and activities of children, the Opies bring to life the rites and rhymes, jokes and jeers, laws, games, and secret spells of what has been called 'the greatest of savage tribes, and the only one which shows no signs of dying out.'

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Book SynopsisWhat needs to be improved at your school? In this essential new book, Todd Whitaker and Courtney Monterecy provide a clear roadmap to making the changes that will bring lasting benefits to your students and staff, whether those changes are small tweaks or larger overhauls.Youâll learn step-by-step ways to diagnose the issues and listen to your staff about what needs to change, to hire more effectively and improve the teachers you have, to implement structures and coaching to address student behavior, and to communicate before you need to. Whitaker and Monterecy also show you how to grow as a leader by making time for what only you can do, by developing other leaders within the building, and by always communicating your why. Each chapter is filled with helpful strategies and inspiring true stories.With this book's wisdom and practical takeaways, you will have the courage and know-how to implement the important changes your students truly deserve.

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Book SynopsisCultivating Behavioral Change in K-12 Students provides in-service educators with a long-term, team-based approach to enhancing their interventions and supports for struggling students. Given the clear visibility of trauma, crisis, and clinical challenges among children today, it is more important than ever that school professionals have the tools to create a more consistent culture of care at their schools. This book is driven by tried-and-true strategies refined across the three decades of implementation of the Behavior Intervention Support Team (BIST) Model. Comprehensive and compassionate, these evidence-based practices target the sustainable transformation of young learners' behavior and help to shift the mindsets of the adults working with them. Principals, administrators, mental health practitioners, and teacher-leaders will be better prepared and motivated to collaborate toward student behavioral change, foster productive relationships with children and families, encTrade Review“The BIST philosophy has greatly impacted how our school, as a whole, operates on a daily basis. Staff are confident in viewing behavior as a missing skill, and our students benefit most of all as they are being approached with grace and accountability. Students are provided with tools to best help them learn and cope with their emotions and behaviors, while at the same time, the learning environment is protected. The BIST philosophy improves staff collaboration and cohesiveness as everyone has a role and responsibility for ensuring a positive and safe learning environment for all.”Greg Fairchild, Principal of Banner Elementary School, IL“BIST has been a game changer for our district. It has changed the way we think about student misbehavior, which we now view as a missing skill, not as a failure on the teacher's part. The foundation of BIST, grace and accountability, should be the foundation of every school across the nation! BIST has provided our teachers, staff, and administrators with practical strategies and steps to use with students when classroom management tools are not sustaining change.”Heather Hatman, Mental Health/Wellness Support Specialist at Mountain Home Public Schools, AR“As a principal, the BIST philosophy gave me a deep understanding of the practices needed to empower teachers to implement clear behavioral expectations, thus minimizing interruptions to teaching and learning. Teachers consistently addressed hurtful and disruptive behavior and taught positive replacement skills, coaching students to self-manage their feelings and actions. This positive, proactive approach increased student confidence and success in the classroom community and beyond.”Cindy Schwaninger, Elementary Principal (Retired) of Lincoln Public Schools, NE“BIST has made a tremendous impact on our school culture. The BIST practices and common language among students, teachers, and staff provide the foundation for continuous growth and ownership of behaviors. After utilizing BIST to transform a large urban high school, we brought it to our rural school unit district to implement as part of our continuous culture shift. BIST is not a program but a piece of our overall foundation of Pride and Excellence.”Brett M. Elliott, Superintendent of Stark County CUSD #100, IL“Young people need consistent support from adults in their lives. BIST is a proven solution that equips adults with the knowledge and skills needed to support young people in any setting, whether that be in a school, foster home, or in the community. Whether you’re a parent, teacher, or school principal, Marty Huitt and Gail Tolbert will not only motivate you, but provide you with practical and usable skills to support young people in being healthy, safe, and successful in all aspects of their lives. Marty’s humor, especially, is only matched by her spirit, care, and knowledge. She brings all of this together with her decades of teaching and training to inspire educators and other caregivers to be their best in supporting young people from classrooms to living rooms across the United States.”Ryan R. Dowis, Executive Director of Family Focused Treatment Association, NJ“Over the past sixteen years, with the implementation of the BIST philosophy, I have seen schools increase their consistency of care for students in order to create greater levels of success for both children and adults. When schools embrace BIST, I see many teachers rediscover their passion for teaching."Judith Soltys, BIST Consultant, Kansas City, MO“The BIST philosophy has greatly impacted how our school, as a whole, operates on a daily basis. Staff are confident in viewing behavior as a missing skill, and our students benefit most of all as they are being approached with grace and accountability. Students are provided with tools to best help them learn and cope with their emotions and behaviors, while at the same time, the learning environment is protected. The BIST philosophy improves staff collaboration and cohesiveness as everyone has a role and responsibility for ensuring a positive and safe learning environment for all.”—Greg Fairchild, Principal of Banner Elementary School, IL“BIST has been a game changer for our district. It has changed the way we think about student misbehavior, which we now view as a missing skill, not as a failure on the teacher's part. The foundation of BIST, grace and accountability, should be the foundation of every school across the nation! BIST has provided our teachers, staff, and administrators with practical strategies and steps to use with students when classroom management tools are not sustaining change.”—Heather Hatman, Mental Health/Wellness Support Specialist at Mountain Home Public Schools, AR“As a principal, the BIST philosophy gave me a deep understanding of the practices needed to empower teachers to implement clear behavioral expectations, thus minimizing interruptions to teaching and learning. Teachers consistently addressed hurtful and disruptive behavior and taught positive replacement skills, coaching students to self-manage their feelings and actions. This positive, proactive approach increased student confidence and success in the classroom community and beyond.”—Cindy Schwaninger, Elementary Principal (Retired) of Lincoln Public Schools, NE“BIST has made a tremendous impact on our school culture. The BIST practices and common language among students, teachers, and staff provide the foundation for continuous growth and ownership of behaviors. After utilizing BIST to transform a large urban high school, we brought it to our rural school unit district to implement as part of our continuous culture shift. BIST is not a program but a piece of our overall foundation of Pride and Excellence.”—Brett M. Elliott, Superintendent of Stark County CUSD #100, IL“Young people need consistent support from adults in their lives. BIST is a proven solution that equips adults with the knowledge and skills needed to support young people in any setting, whether that be in a school, foster home, or in the community. Whether you’re a parent, teacher, or school principal, Marty Huitt and Gail Tolbert will not only motivate you, but provide you with practical and usable skills to support young people in being healthy, safe, and successful in all aspects of their lives. Marty’s humor, especially, is only matched by her spirit, care, and knowledge. She brings all of this together with her decades of teaching and training to inspire educators and other caregivers to be their best in supporting young people from classrooms to living rooms across the United States.”—Ryan R. Dowis, Executive Director of Family Focused Treatment Association, NJ“Over the past sixteen years, with the implementation of the BIST philosophy, I have seen schools increase their consistency of care for students in order to create greater levels of success for both children and adults. When schools embrace BIST, I see many teachers rediscover their passion for teaching." —Judith Soltys, BIST Consultant, Kansas City, MOTable of Contents1. “I can’t help all of these kids.” Of course you can! 2. Now What? 3. BIST Logistics 4. “Our Kids” Community 5. Increasing Partnerships with Families 6. Enhancing our Vision, Growing our Impact 7. Capacity: Increasing Ownership

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Book SynopsisExplaining how creating a culture of thinking is more important to learning than any particular curriculum, the author outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment.Table of ContentsList of Figures ix Acknowledgments xi About the Author xiii Introduction Demystifying Group and Organizational Culture 1 A New Standard for Education 5 The Forces that Shape Culture 6 Tools for Transformation 10 One The Purpose and Promise of Schools 13 Thinking Differently about Outcomes 16 Teaching as Enculturation 19 Culture as the Enactment of a Story 20 Enacting Our New Story, Realizing Our Vision 34 Uncovering the Story of Your School or Classroom 35 Two Expectations: Recognizing How Our Beliefs Shape Our Behavior 37 Focusing Students on the Learning vs. the Work 43 Teaching for Understanding vs. Knowledge 47 Encouraging Deep vs. Surface Learning Strategies 50 Encouraging Independence vs. Dependence 54 Developing a Growth vs. a Fixed Mindset 55 Exploring and Developing Expectations 59 Three Language: Appreciating Its Subtle Yet Profound Power 61 The Language of Thinking 68 The Language of Community 71 The Language of Identity 74 The Language of Initiative 75 The Language of Mindfulness 78 The Language of Praise and Feedback 81 The Language of Listening 82 Leveraging Language 84 Becoming Proficient Users of the Languages of the Classroom 85 Four Time: Learning to Be Its Master Rather Than Its Victim 87 Recognizing Time as a Statement of Your Values 96 Learning to Prioritize and Always Prioritizing Learning 98 Giving Thinking Time 102 Investing Time to Make Time 105 Managing Energy, Not Time 107 It’s Time to Rethink Time 110 Getting a Better Perspective on Time 112 Five Modeling: Seeing Ourselves through Our Students’ Eyes 115 Dispositional Apprenticeship: Being a Role Model of Learning and Thinking 125 Cognitive Apprenticeship: Making Our Thinking Visible 129 Gradual Release of Responsibility: Modeling for Independence 132 Interactive Modeling: Learning from Examples, Practice, and Reflection 135 Learning from Models 136 Modeling for the Development of Thinking, Learning, and Independence 138 Six Opportunities: Crafting the Vehicles for Learning 141 Constructing Character: Using Mathematics to Understand Othello’s Iago 144 VoiceThread: Using Storytelling to Understand Migration 150 Music 2 Save Music 154 Categorizing, Recognizing, and Realizing Learning Opportunities 159 Analyzing and Creating Opportunities for Learning 169 Seven Routines: Supporting and Scaffolding Learning and Thinking 171 A Routine Is More Than an Activity 177 Using Claim-Support-Question to Delve Into Number Theory in Fifth Grade 179 More Than a Game: Differentiating Mathematics in Second Grade 185 Making CSQ Fly in Secondary Mathematics 188 Tools, Structures, and Patterns: Establishing Routines in the Classroom 190 Making Thinking Routine in Our Classrooms 196 Eight Interactions: Forging Relationships That Empower Learners 199 New Roles for Students: Empowering Disenfranchised Learners 204 Beyond Sit and Get: Teaching Students to Build on One Another’s Ideas 212 Building Culture through Affect and Actions 218 Shaping Interactions through Roles 220 Asking “Good” Questions 221 Creating New Patterns of Discourse 223 Promoting Interactions That Support Thinking and Learning 225 Nine Environment: Using Space to Support Learning and Thinking 227 New Learning in an Old Container 231 Curating a Classroom 234 Designing for Thinking 242 Creating Environments to Enhance Learning and Build Culture: Four Fronts 247 Creating Environments That Bring Out the Best in Learners 259 Ten Moving toward Transformation 261 A Close Look at Substantive Change 263 Supporting Change on a Large Scale 267 Building a Vision across a School District 276 Learning Together for the Long Haul 281 Creating Opportunities 287 Building the Capacity of Teachers to Teach One Another 293 Using Inquiry-Action Projects to Go Deeper 298 Sameness and Difference in the Journey to a Culture of Thinking 303 Appendix A My Reflections on the Learning Activities in This Class 307 Appendix B Ladder of Feedback 309 Appendix c Success Analysis Protocol 311 Appendix D Looking At Students’ Thinking (LAST) Protocol 313 Appendix E Six Key Principles of the Cultures of Thinking Project 315 Appendix F Laying the Foundation for a Culture of Thinking 317 Appendix G Leading a Culture of Thinking at My School 319 Appendix H The Development of a Culture of Thinking in My Classroom 323 Appendix I Assessment Ladder 327 References 329 Subject Index 351 Name Index 361

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

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Book SynopsisThe beginnings of all things are small, but the possibilities for our primary pupils are infinite.Many books explore the wonders of science and education research but few are rooted in the reality of the primary classroom, what it is really like to run a primary classroom, and to spend each day in the fascinating company of our youngest learners. Initium looks with care and specific attention at the needs of our youngest learners, the development of age and stage appropriate practice and pedagogy, alongside the joys and realities of working within the primary phase.Primary is a unique stage of a child''s development and requires a specific and distinctive approach to how we structure teaching and learning. What works at age 16 or 14 won''t necessarily work with a classroom of 6-year-olds. Informed by science and rooted in over 25 years of primary expertise, Initium is research-informed practice for the primary specialist.

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Book SynopsisExam Board: ISEBLevel: KS2Subject: ScienceFirst Teaching: September 2015First Exam: June 2017Science Year 4 covers all relevant topics including habitats, plants, solids, liquids and gases, electrical circuits and friction. Rigorous exercises and scientific activities throughout are certain to challenge and engage young scientists. Together with Science Year 3, this book is ideal to underpin a course of study leading to Common Entrance and other independent school entrance exams at 11+- Endorsed by ISEB- Packed with challenging exercises and practical activities to stimulate and enthuse young scientists- ''Did you know?'' boxes encourage an active interest in science and the world around us- Rigorous extension questions will stretch and challenge the most able

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Book SynopsisThis book provides academics, trainers and supervisors worldwide the tools to effectively support doctoral students in the assessment process. Its multidisciplinary approach makes it a uniquely useful manual for the examination of works from conception to completion, and dissemination – in both formative and summative assessments. It gives clear guidance on: · How assessment is structured and conducted, · Activities and questions for the supervision of vivas and public debates, · How to manage assessment outcomes. This book equips early career assessors to effectively perform their duties and supportive roles, and is a valuable resource for doctoral students seeking insight into the rationale behind the ways in which their preparation is structured and delivered. Trade ReviewThis engaging and inclusive book provides supervisors and examiners with a complete guide to assessment in the doctoral process. Anyone who is supervising or examining a PhD will benefit greatly from its wisdom and candour. -- Paul AshwinThis is a must-read book for new and experienced supervisors and examiners alike. Not only is it full of excellent advice and practical tips, but it stimulates reflection of practice through probing questions. The powerful voice of doctoral researchers remind us of what a privilege and responsibility it is to be part of the doctoral journey – this book will help us travel it well. -- Mariann Rand-WeaverTable of ContentsChapter 1 What is ‘doctorateness’ Chapter 2 What is the role of assessment in doctoral studies? Chapter 3 What are the regulatory requirements and responsibilities of doctoral assessors? Chapter 4 What different forms does assessment take and why during the process of a doctorate? Chapter 5 How can assessment be made inclusive? Chapter 6 How can you establish an appropriate rapport and respect in doctoral assessment? Chapter 7 What feedback is useful and how can it be negotiated? Chapter 8. How can you deal well with less positive assessment outcomes? Chapter 9. What forms of final doctoral assessment procedures might an examiner encounter? Chapter 10. What should we be looking for in a thesis? Chaptee 11. What are the purposes of a viva voce and how can it be conducted rigorously and compassionately? Chapter 12. What are potential outcomes and what will be your continuing role?

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Book SynopsisAs of 2016 the Department for Education (DfE) want to ensure all trainee teachers have an understanding of emotional development and attachment, and so this book presents the key concepts that are essential for training in this area to ensure all teachers are up to date. Attachment issues and mental health have a huge impact on pupils' performance and so an understanding of young people's emotional development is crucial for any teacher. Increasing teachers understanding and skills around emotional development can prevent many long term mental health difficulties in our schools and in our communities. Key topics such as attachment theory, emotion coaching, tackling disruptive behaviour and the trauma continuum are introduced and explained, with advice and tips for a classroom setting offered throughout. The experiences of practitioners in the field are presented alongside those of researchers, offering a range of diverse perspectives including education, psychology and health. This is an essential text for trainee and practising teachers.Trade ReviewThis is an important book. David Colley and Paul Cooper have brought together an important and highly engaging set of contributions to the topic of attachment and emotional development in the classroom. The text grounds recent research in the reality of classroom activity and it will make a very important contribution to the development of practice in schools and the reflections of those who are preparing for professional engagement with some of the most vulnerable young people in our society. -- Professor Harry Daniels, Department of Education, Oxford UniversityColley and Cooper's new book is very timely. With teachers facing ever-mounting pressures to deliver results, the understanding of the barriers to learning has never been more important. Covering both evidence and impact, this book is desired reading for teaching staff who want to know more about the children in their classrooms and how they learn. -- Kevin Kibble, Chief Executive of The Nurture Group NetworkAn informative, thought-provoking book seamlessly linking theory to practice. A must have for any newly qualified teacher during their first experiences with their very own class to help them to bridge gaps in the understanding of children with complex needs and guide their development more effectively. -- Verity Tamhne, NQTTable of ContentsForeword by Professor Barry Carpenter; Introduction - David Colley (Oxford Brookes University) and Paul Cooper (Brunel University); 1. Models of Emotional Development - David Colley and Paul Cooper; 2. Attachment Behaviour and Learning - Heather Geddes (Caspari, UK); 3. Neuroscience and Emotional Development: the basics explained - Maisie Satchwell-Hirst (Oxford University); 4. Attachment Aware Schools - Janet Rose (Norland College) and Louise Gilbert (Bath Spa University); 5. Emotion Coaching - Licette Gus and Felicia Wood (Kate Cairns Associates); 6. Promoting Resilience in Schools: The importance of both training and reflection for teachers and school staff - Mike Solomon (Tavistock Clinic, London); 7. Emotional Development and Missed Early Experiences: The Nurture Group Appraoch - David Colley; 8. Understanding the Impact of Trauma on Children in the Classroom - Betsy de Thierry (Trauma Recovery); 9. People meet in a classroom and say 'hello': a psychoanalytic perspective on the emotional relationship between the teacher and student - Peter Wilson (Place2Be); 10. A Psychoanalytic Understanding of Change and Transition in Education - Biddy Youell (Tavistock Clinic, London); 11. Supporting children and young people with social, emotional and mental health difficulties: working in a multi-agency team - Kathy Evans and Erica Pavord (University of South Wales); 12. Emotional Development and Children in Care: the Virtual School perspective - Tony Clifford and Anne-Marie McBlain (Virtual Schools Team, Stoke on Trent); 13. Social Pedagogy in the Classroom: supporting children and young people in care - Emma Black, (South Tyneside Educational Psychology Service), Michael Bettencourt, (Virtual School Head, South Tyneside) and Claire Cameron, (University College London); 14. Including Children with Disorganised Attachment in Mainstream Primary Schools - Maggie Swarbrick (Treatment Foster Care Oregon, Oxford, UK); 15. The importance of professional supervision for all staff in schools - Dave Roberts (Mulberry Bush School, Oxfordshire); 16. Emotional Development and approaches to Classroom Management - Jon Reid (Oxford Brookes University); 17. Disruptive Behaviour and Unsolved Problems - Poppy Nash (York University); 18. Classroom behaviour: finding what works for you - John Visser (Northampton University); 19. Supporting the Emotional Development of Teenagers - Janice Cahill (Pendlebury Centre PRU); 20. Conclusion: Drawing Together the Threads - David Colley and Paul Cooper; Author biographies; Subject index; Author index

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Book SynopsisThere is a lack of studies and practical resources available for supporting the professional development of middle leaders. Based on research and consultations with influential school middle leaders, Middle Leadership in Schools presents ideas and actions designed specifically to stimulate and enhance educators leading from the middle, as a catalyst to enable them to do what they do with greater influence and impact. Each chapter focuses on a challenge of leading from the middle, drawing from successful practice and case studies whilst providing contemporary research and practical strategies to guide middle leaders to success. Offering a unique combination of academic rigour and practical advice, Middle Leadership in Schools is essential reading for teachers, current and aspiring middle leaders, school leaders, and postgraduate students studying educational leadership.Trade Review“Middle leadership in schools: Ideas and actions for navigating the muddy waters of middle leading” is a unique book in that it brings together practitioners, researchers, consultants, and administrators, to share their stories and ideas about middle leadership in schools. Thus, each chapter is both theoretically robust and pragmatically relevant. This is important because in each case the wisdom that is shared is reliable and relatable, and written in a style that is accessible to all. Middle leaders provide crucial leadership in schools – in and around classrooms where the purposes of education are enacted and fulfilled, so this is an important volume in that it provides needed professional learning for these key leaders. Furthermore, the chapters cover some of the fundamental practices of middle leadership, including the development and maintenance of trust, how to lead change and innovation through action research, and strategic thinking and planning. I commend the chapters in this book to school middle leaders, as important insights that can help you reflect upon, and develop, your own middle leading practices in your own educational site. -- Peter Grootenboer, Professor of Education, Griffith UniversityMiddle Leadership in Schools is a powerful guide that brilliantly illuminates the challenges and opportunities faced by middle leaders. With its diverse perspectives from across Australia, this book is an invaluable companion for anyone navigating the muddy waters of middle leading. I wish I had this treasure during my own middle leadership journey! -- Lauren Sayer, Director Curriculum, Victorian Curriculum Assessment AuthorityThis is a book for aspiring school middle leaders. It sets out the complexities of the role so that you will know what to expect. It is valuable for current middle leaders. It illustrates the volatility of the job you’re doing and help you understand why your job can be so tricky to carry out. Senior leaders will benefit from reading it. It will assist you to unravel the challenges of getting the best from your organisation’s middle layer. The range of expertise on show makes this an easy to read yet thought provoking book. It bridges the gap between the regularly criticised “ivory tower” academic approach and purely anecdotal, bias laden non-generalisable accounts. The structure is clear and ensures the reader thinks about the content. Guiding questions and reflective questions and tasks steer you though varying perspectives. Real-world experiences are supported and underpinned by academic citations. This is important when discussing crucial middle leader issues such as identity, trust and authenticity. It is a book that has sought the opinion and critical appreciation of those doing this vital work in schools and robustly validated it. It works well. It is an important addition to school middle leadership literature. -- - Bill Lowe, Responsible for the design and delivery of Education Leadership in the Education MA at Newman University, Birmingham, UK. Author of Middle Leadership for 21st Century Schools. Crown House.Middle level leadership is the engine room for positive change in a school. I have been privileged to work with Liz in the hard graft of positive school improvement from the middle and to learn from Barbara and Patrick’s work over many years. I strongly recommend their thoughtful, expert and empathetic approach to bringing the best minds in middle leadership together in this essential book on building a thriving school and future for senior leadership. -- - Karen Money, Regional Director, Victorian Department of EducationTable of ContentsLeading Other and Empowering Yourself Chapter 1. Middle Leader Identity; Samuel Alexeeff, Emma Dearing, Dr Kylie Lipscombe, and Dr Sharon Tindall-Ford Chapter 2. Learning About and Leading from the Middle: Stories from Three Women Middle Leaders; Danielle Cioffi, Nichole Tiller, Lucy Warnock, and Barbara Watterston Chapter 3. Middle Leaders can Influence What Really Matters in Their Schools; Jodie Schafer and Patrick Duignan Chapter 4. Developing Middle Leaders in Catholic Schools; Michael Harrison and Louisa Rennie Collaborating and Communicating Chapter 5. Relational Trust as Community Building Practice; Jessica Pound and Christine Edwards-Groves Chapter 6. Leading Out, to Lead In: Developing in the Absence of Strong Leadership; Steven Kolber and Stephanie Salazar Chapter 7. Using Action Research to Drive Teacher Professional Learning; Sarah Gunn and Pamela Macklin Leading Learning and Leading Change for Improvement Chapter 8. Middle Leaders: Strategic Thinkers and Strategic Planners; Elizabeth Benson Chapter 9. Middle Leaders as Innovators in Curriculum Improvement; Wendy McKay and Donna Pendergast Chapter 10. Middle Leaders, Professional Standards and Leadership Growth; Elizabeth Benson, Jenny Lewis, and Danny Pinchas

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Book SynopsisIn 1889 Frederick Rea arrived from the Midlands to teach in South Uist, at that time one of the poorest places in the Outer Hebrides. Roads were often no more than rough tracks across the mountain moorland or over the storm-swept machair, and his Gaelic-speaking pupils were often frozen and starving. In this extraordinary book, he recounts the years he spent in this remote corner of Scotland, where he was welcomed with uncommon kindness and generosity by the islanders, who found him to be a sincere, conscientious man and an excellent teacher. The book also reveals Rea's keen powers of observation as he describes the lonely, ruggedly beautiful landscape and the customs and lifestyle of the people. Frederick Rea treasured his memories of South Uist for the rest of his life, and his love and respect for the islands and islanders is wonderfully conveyed in this vivid testament.

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Book SynopsisRestorative Practice (RP) is an effective approach to discipline that has the potential to transform behaviour by focusing on building and restoring relationships. This practical guide explains how to implement restorative approaches with young people with special needs in educational or residential settings. The book explores how RP is being used in general terms and through a number of case studies looks at how RP needs to be adapted for those with additional needs including Autism Spectrum Disorder, ADHD, Foetal Alcohol Spectrum Disorder, Intellectual Disability and communication difficulties. It includes guidance on particular issues such as staff facing crises, the issue of physical restraint and additional support parents require. The book will be of interest to restorative practitioners, educational professionals including headteachers, teachers and SENCOs in both special education and mainstream schools and residential care leaders and staff.Trade ReviewWhen students with special needs get in trouble in school, they are often punished for behavior they can barely control. In this highly readable, incisive book from two pioneers of Restorative Justice, Burnett and Thorsborne craft a tailored response that offers these students both accountability and much-needed support. -- David R. Karp, PhD, Professor of Sociology, Skidmore College, NYThis is an important book at an important point in the development of Restorative Practices. With its commitment to restorative ideas of accountability, responsibility and healing, it will help all those working with children with special needs to develop new, deeply inclusive ways of working that bring benefit to children and teachers. -- Dr Gillean McCluskey, Moray House School of Education, University of EdinburghRestorative Practice in education settings has become an important way of addressing a range of social challenges presented by students. This is especially so in Special Needs Education, where it has become acknowledged as an intervention of choice for an increasing number and range of students. This is therefore a timely book. It gives professionals at all levels and others supporting them a necessary insight into this approach, offering practical ways in which restorative approaches can result in better teaching, better learning and more socially inclusive schools. -- Prof Philip Garner, Professor of Education, University of NorthamptonEvery now and again two worlds collide in the happiest of ways. This book is such a phenomenon. By melding theory, research and practice in restorative approaches to addressing special needs, Burnett and Thorsborne have effectively provided a tour de force: a rigorous but compelling read that will make a positive difference in learning outcomes for students and those who engage with them. I especially liked the grounded and sequential approach supported by relevant sources and vignettes. A first rate book in a complex area. -- Michael Arthur-Kelly, Assistant Dean in Special Education, University of NewcastleI cannot recommend this book highly enough without resorting to clichés. We have needed this book for many years and it answers so many of the questions I have heard asked, and yet not felt confident or experienced enough in this field myself to answer. It really IS a book every school and local education authority must have, not tucked away on a shelf but open, and well thumbed, on everyone's desk. It really MUST be required reading for every educator, support teacher and psychologist working with young people who have special needs and their caregivers. This book is set to become the 'Bible' in this field. Thank you and well done Marg, Nick and the inspirational folk who contributed their helpful case studies. -- Belinda Hopkins, Founder and Director of Transforming Conflict, the National Centre for Restorative Approaches in Youth SettingsTable of ContentsForeword by Nancy Riestenberg. Introduction. Part I: Restorative Practice. 1. Restorative Practice - The Basics. 2. Restorative Process and the Continuum of Practice. 3. Developing Social and Emotional Competence and Restorative Problem-Solving Skills. Part II: Special Needs and Adaptations. 4. Restorative Practice and Special Needs - Challenges, Implications and Possible Adaptations. 5. Case Studies Part III: Additional Issues to Consider. 6. Restorative Practice After Physical Restraint. 7. Working with Families and Staff. 8. Managing Organisational Change: Developing a Whole Organisation Approach to Restorative Problem-Solving. Appendix. Glossary of Terms. Helpful Resources. References. Index.

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Book SynopsisPaul Garvey uses his experience as a teacher, inspector and a National Strategies consultant to advise educators and schools on how his Talk For Teaching method can help them take control of their Professional Development - without it increasing costs or taking up valuable lesson time. Educators learn how 'Talk for Teaching' can be applied, by utilising experiences from all members of your teaching staff from TAs to heads. All play a vital role in the improvement of the teaching quality throughout the school, whilst improving morale as well. Full of experiences from teachers, headteachers and inspectors, as well as Garvey's own personal experiences, this is not a book to be missed for anyone looking to journey towards teaching excellence. Talk for Teaching clearly works. This is what Ofsted said about the result of putting Talk for Teaching at the heart of a school's programme for improving the quality of teaching. The quote is taken from Barnsole Primary's Ofsted report in April 2016: "Together with the deputy headteacher, the headteacher has led the 'Talk for Teaching' programme that has been an instrumental part of transforming the quality of teaching over time. The high-quality teaching in this school now leads to outstanding outcomes for pupils. The school has used this professional development programme to involve leaders, teachers, teaching assistants, governors and other members of the school staff in observing teaching together. They have detailed conversations about the effectiveness of what is seen and how it can be improved. Staff discuss the quality of teaching regularly and freely share ideas about what works well with colleagues."Trade Review"Talk for Teaching is a gift to anyone working within education today. A brilliant idea, a very simple,yet amazingly powerful tool, with which to improve teaching and learning within all educational establishments. Warmly and humorously written, with plenty of engaging and helpful anecdotes." Mike Fairclough, head, West Rise Junior, TES school of the year 2015

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Book SynopsisShimamura’s MARGE model, described as a ‘Whole-Brain Learning Approach for Students and Teachers’, builds links between the areas of neuroscience, cognitive science and the practice of classroom teachers. Through discussing key ideas within the learning process – Motivate, Attend, Relate, Generate and Evaluate – Shimamura’s MARGE is a valuable lens through which we can discuss learning.This book aims to bring the MARGE model to life through the use of case studies written by practising teachers, and examples taken from classrooms across a range of phases. Through taking each of the principles of MARGE in turn, this practical guide helps all teachers better understand how they can develop their practice and improve the impact they have with the students they teach.

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Book SynopsisThe central purpose of this book is to help teachers organise ideas through the use of graphic organisers. Over 35 such word-diagrams are: organised into a system to help select the right tool for the job; described for rapid understanding of their strengths; and explained for step-by-step construction.Over 50 teachers each have a double-page spread in which they reveal how they use them in their teaching — across the full age range and span of subjects. A further section of the book demonstrates how to use these word-diagrams most effectively by partnering them with other teaching strategies, such as retrieval practice, writing, speaking and listening, teacher explanations, advance organisers, scaffolding, remote learning and more.The pages are illustrated to the same quality and quantity in Oliver’s previous book, Dual Coding with Teachers, its natural companion. A must-have textbook for every teacher that transcends contemporary ideological allegiances and fads.

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Book SynopsisWhisper it quietly: a lot of time is being wasted in a lot of schools. Actually, why are we whispering? What we should really be doing is calling this out – loudly! The job of schools is too important for us to keeping quiet. Schools are in the ‘transforming lives’ business. There is no time to waste! In The Teaching Delusion: Why Teaching In Our Schools Isn’t Good Enough (And How We Can Make It Better), Bruce Robertson explored ‘delusions’ that are holding our schools back. In this sequel, The Teaching Delusion 2: Teaching Strikes Back, he digs deeper into three areas: curriculum, pedagogy and leadership. In doing so, he tackles the issue of time-wasting head-on. By calling out specific delusions in each area, Robertson suggests strategies for dismantling these and offers a clear roadmap forward. Backed by a depth of research and a breadth of experience, The Teaching Delusion 2: Teaching Strikes Back will give teachers and school leaders the supportive shake-up they need, helping them to abandon practices that aren’t making the difference they should be, and to focus on the things that will really make the biggest difference to students in our schools.

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Book SynopsisThis is a book about educational fads, why they arise, and how we might learn to live with them.Those working in schools are subject to perpetual waves of novelty in the name of school improvement. And yet, in the long term very little actually changes. Big ideas come and go, leaving only faint clues as to their existence. The trouble is that the appealing stories that take hold will never solve the fundamental problems of modern schooling. The school system is too complex, too diverse, and too uncertain to be fixed by any Big Idea. Before too long, the Next Big Thing replaces the Last Big Thing.The Next Big Thing in School Improvement brings together the unique perspectives of a policy analyst, a headteacher, and a classroom teacher, to explain why it is that the school system often resists our attempts to improve it. Drawing on the recent history of English education policy, a variety of disciplinary traditions, and the emerging field of complexity science, the authors present a new take on why the school system behaves in ways that defy our attempts to change it.This is a book about finding a better way to improve our schools. It is not the Next Big Thing, but it does explain why there will inevitably be one, and what to do when it arrives.

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Book SynopsisIn an increasingly frenetic world too many leaders have lost sight of the simple yet profound wisdom associated with practical action, otherwise known as phronesis. Phronesis is an ancient Greek word associated with good judgement and good character. At its core, it is about the ability to discern how best to act. Practical wisdom involves acting thoughtfully and virtuously and encouraging others to do the same. Stephen Tierney describes virtue, thought and action – which coalesce in effective leadership – as the Way of Being, Way of Knowing and Way of Doing. Each of the three Ways consist of a number of elements termed the Basics. The Ways of Being: Purpose & Introspection The Ways of Knowing: Specialism & Strategy The Ways of Doing: Implementation, Networking, Guardianship & Expertise Structuring the book around these eight Basics, readers will be challenged and supported to explore each of the Basics from a theoretical perspective and then provided with real world examples of how they were applied by Stephen in his own career in educational leadership. In writing Leadership: Being, Knowing, Doing, Stephen seeks to help leaders explore their own capabilities and potential. Leadership can be learnt. The three Ways with their constituent Basics represent a mirror to help leaders reflect upon and improve their practice. In turn, current leaders are called upon to accept the responsibility to grow the leaders of the future.

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Book SynopsisThe Extended Mind by award-winning science writer, Annie Murphy Paul, is not an out-and-out education book. But it is entirely focused on how learning and thinking happen, illustrating how a multi-modal approach to cognition can widen points of access to intellectual activity.Using evidence from cognitive science, neuroscience, and psychology, The Extended Mind might broaden your understanding of human cognition. The findings of Annie Murphy Paul parallel those of cognitive load theorists: memory is at the core of cognition, and the body, the environment and other people enrich learning. In this book, Emma Turner, David Goodwin, and Oliver Caviglioli demonstrate how teachers can help their students augment their thinking with their bodies (embodied cognition), external tools (situated cognition) and the people around them (distributed cognition). To ease your concerns, you will read how the works of several eminent researchers validate claims put forward.Teachers and leaders of all education phases will find this book enlightening; using practical strategies and cases studies, the authors highlight opportunities to enrich students’ learning by widening points of access to intellectual activity.

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Book SynopsisThis isn’t your average book about pastoral care – it is a no-nonsense exploration of the knowledge base that excellent pastoral practitioners, be they aspiring, new, or experienced, need to excel in their roles. Written for teaching and non-teaching pastoral leaders alike, this book combines theory, evidence, and research with best practice and on-the-job experience to help you on the way to becoming the very best pastoral leader that you can be. It is written for pastoral leaders by a current pastoral leader, reflecting the reality of our roles – the extraordinary pressures and challenges that we face, sometimes in just getting through the day.

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Book SynopsisIf the sky was the limit, what would you do to become the best educator that you can be? In 2016, Ollie Lovell asked himself this same question, and concluded that asking the world’s foremost leaders in education what they do would be a great place to start.And so he did just that. Over the past five years, Ollie has spoken to sixty of the world’s most prominent teachers, leaders, and education researchers. With guests including John Hattie, Tom Sherrington, Anita Archer, Dylan Wiliam, Jim Knight, Judith Hochman, Jay McTighe, Tom Bennett, Daisy Christodoulou, Bill Rogers, Daniel Willingham, and many more, Ollie digs deep to work out what works in education, and what doesn’t. This book aims to share those insights with you. It summarises the most useful techniques, tactics and mental models from these sixty conversations, and presents them in a clear, practical, and actionable form for you to start improving your teaching and learning from the first page. Tools for Teachers will help you to teach, lead, and learn like the world’s best educators.

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Book SynopsisThe Behaviour Manual – An Educator's Guidebook offers over 100 strategies, approaches and teaching methods that will help any school, leader, middle leader, teacher, ECT or ITT to pro-actively lead on behaviour. It has been designed to help the entire profession and anyone at any level and all ranges of experience. The book is divided into three broad sections. Section one examines the role of the Mothership (the school) and the role that leaders at any level can play. Section two looks at the role of the Satellites (the key areas that make up the school) and the integral role that middle leaders play. The final section looks at the micro level, focusing on the role that teachers play and offers a plethora of approaches teachers can employ. Each of the 100+ strategies is unpacked over a one or two-page spread. Within each spread is an outline of what the approach is, it is then unpacked to detail how it works or can be applied and each spread finishes with a cautionary warning and an advice tip. This book is deliberately written to help, to offer support, to offer advice and there is, bluntly, no waffle, no padding and no fluff.If you want a book that you can pick up, easily read and digest a key approach or strategy in less than 5-10 minutes then this is for you. It is grounded in expertise, experience, research and deliberately written in a clear, straightforward and open style that leaves you in no doubt regarding how any of the given approaches works and could be employed in your school setting.

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Book SynopsisImagine having to draw dots each time we wanted to do a sum like 3+4. Or having to sound out every word we read, no matter how many times we've seen it before. Having well-consolidated memories for how to do these things can help us avoid these difficulties, which is why consolidation should be a key goal of effective teaching. Helping students consolidate knowledge is a crucial stepping stone in allowing them to navigate problems and develop their knowledge.Building on the hugely influential paper by John Dunlosky, Amarbeer Singh Gill looks at ways teachers can use recommendations from 'Strengthening the Student Toolbox' to consolidate knowledge and enhance the learning that takes place in their classrooms. Each strategy is looked at in detail, delving into the conditions needed to help the strategies work, how they might look in classrooms, things to be mindful of when translating research into practice, and case studies from current teachers who describe how they've used these strategies.By harnessing the power of these strategies we can make it more likely that our students will succeed not just whilst they're in our classrooms, but also well beyond by giving them the tools they need for lifelong learning.

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Book SynopsisIn this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield.Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC — the UK’s EAL subject association — and erstwhile primary school teacher, both in the UK and overseas.

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Book SynopsisSocialization in childhood and at a young age is marked, not only by measurable factors such as age, sex, ethnic group, religion or parents' income, but also by variables such as depression, aggressiveness, inner calm or serenity.

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Book SynopsisDistributed leadership is an important term for educational policymakers, practitioners, and researchers in US and around the world. There is much diversity in how the term is understood. This book examines what it means to take a distributed perspective based on extensive research and a theoretical perspective developed by experts in the field.

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Book SynopsisDo schools socialize students to become productive workers? Does schooling reproduce social class and pass on ethnic and gender biases? Can a teacher avoid passing on social and cultural values? What besides subjects do students really learn in schools? This book tackles these questions using case studies, dialogs, and open-ended questions.

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Book SynopsisWhat would a school look like if it was designed with mental health in mind? Too many public schools look and feel like prisons, designed out of fear of vandalism and truancy. But we know that nurturing environments are better for learning. Research consistently shows that access to nature, big classroom windows, and open campuses reduce stress, anxiety, disorderly conduct, and crime, and improve academic performance. But too few school designers and decision-makers apply this research to create healthy schools. Schools That Heal details the myriad opportunities, from furniture to classroom improvements to whole campus renovations, to make supportive learning environments for our children and teenagers. Schools around the world have been designed to support students’ health. A Japanese community decimated by a tsunami has incorporated water elements into the school campus to reconnect students to nature in a supportive way and promote environmental stewardship. Sandy Hook Elementary, creating a completely redesigned campus in the wake of a school shooting, began with an inclusive design process to ensure the new school could be a place of healing and learning. And while the larger mental and physical impacts of how COVID-19 has changed schooling aren’t known yet, Latané discusses how building elements like large windows, that can open to circulate fresh air, were once common in schools and could once again be useful as a cost-effective tactic for reducing virus exposure. Backed by decades of research, Schools That Heal showcases clear and compelling ways to create schools that support students’ mental health and feelings of safety. Written in an accessible tone, this book reviews the evidence connecting design to mental health and makes design and advocacy recommendations to support students’ well-being and sense of safety. With invaluable advice for school administrators, public health experts, teachers, and parents, Schools That Heal is a call to action and a practical resource to envision and implement nurturing and inspiring school environments. Healthy, healing campuses will better prepare students to take care of themselves, their communities, their cities, and their planet.Table of ContentsForeword by Manal Aboelata Preface Chapter 1: Nine Reasons Why We Should Design Schools with Mental Health in Mind Chapter 2: How School Environments Shape Mental, Social, and Physical Health Chapter 3: Site Design Strategies to Support Mental Health and Safety Chapter 4: Leveraging Schools for Public Health, Equity, and Climate Resilience Chapter 5: How to Communicate for the Best Chance at Change Chapter 6: Money Doesn’t Grow on Trees … Or Does It? Chapter 7: Ten Schools to Inspire and Guide You Chapter 8: Conversations on Transformation by Design Chapter 9: For the Love of Students Resources Endnotes Index

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