Teaching staff / Educators Books

Book SynopsisPretended is a vivid historical, political and cultural account of schools and teaching under Section 28, a law that banned schools in the UK from promoting homosexuality as a 'pretended family relationship'.Catherine Lee was a teacher in schools for each of the 15 years that Section 28 was law (between 1988 and 2003). In Pretended, she considers the landscape for lesbian and gay teachers leading up to, during and after Section 28. Drawing on her diary entries from the Section 28 era, Lee poignantly recalls the challenges and incidents affecting her and thousands of other teachers during this period of state-sanctioned homophobia. She reveals how these diaries led to her involvement in the 2022 feature film Blue Jean, and describes how this unexpected opportunity helped her to make peace with Section 28.Pretended will resonate with every lesbian and gay teacher who experienced Section 28 and will shock those who previously knew nothing about this law. Crucially, Pretended will explain to those who were lesbian and gay students during Section 28 why they never saw people like them in the curriculum, never had a role model and never had an adult in school to talk to about their identity.Trade ReviewThis book is a vital, compelling account of the compounded shame and fear propagated by Section 28. A searing exploration of structural homophobia, absolutely necessary for anyone whose life was touched by this horrific legislation. * Georgia Oakley, writer and director of Blue Jean *Pretended is a necessary political, social and cultural history of Section 28 and its impact on our educational spaces. In sharing her own story, Catherine Lee amplifies the experiences of all the gay and lesbian educators silenced by Section 28, and offers greater understanding to the generations of young people who were cheated out of a sound start in life because of the silence and shame the legislation planted in our schools. A brilliant book on our history, which teaches us important lessons for our future as we continue to reimagine our educational spaces as more LGBTQ+ inclusive. * Jo Brassington and Dr Adam Brett, Pride and Progress *

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Book SynopsisIn Rudolf Steiner's teachings he speaks about the 'Christ impulse', a universal force that exists independently of Christian churches, working for all humanity.This rich collection of essays explores the question, what does Rudolf Steiner mean by the Christ Impulse and how can one speak about it in Waldorf teacher education programs and schools without it being misconstrued? The essays are written by experienced Waldorf teachers and leaders in the Steiner-Waldorf movement including Roberto Trostli, Douglas Sloan, Betty Staley and Dorit Winter. Chapters include: How Do Teachers Transform Themselves and Come to Experience the Christ Impulse, The Chariot of Michael, and Anthroposophy Is Not a Religion.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to use new knowledge swiftly and accurately.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to investigate, experiment, solve problems, and deepen their understanding of content.

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Book SynopsisAs nationwide calls for educational rigor and accountability continue across the U.S., many states have made the edTPA®, a teacher performance assessment, a requirement for teacher certification. The edTPA® is a subject-specific performance assessment that requires aspiring teachers to plan, implement, assess, and reflect upon a learning segment, while demonstrating pedagogical skills related to their disciplines. While it is designed to promote teaching excellence, the edTPA® can drive already-stressed teacher candidates to their breaking point, as it places them in an unfamiliar classroom and asks them to quickly display their knowledge and savvy. This book is here to help teacher candidates not only survive the challenge of the edTPA®, but also thrive. It maps out precisely what steps aspiring secondary education teachers should take to ensure successful completion of the edTPA®. Demystifying the language used in the assessment, it uniquely connects edTPA® requirements with what teacher candidates learn within their teacher preparation programs, showing them how the assessment relates to what they are already doing in their classrooms. The strategies in this book draw on both academic research and practical experience to guide student teachers as they plan for their edTPA® portfolios and for their teaching careers beyond.Trade Review"A keen deconstruction of the learning segment alongside guidance that connects theory, preparation, and practice. Preservice teachers and programs will find this text integral in preparing for the performance assessment."— Michelle Anderson, associate professor of education, Aquinas College "As a pre-service teacher educator and edTPA coordinator I was very appreciative of the authors purposeful progression of their outlined chapters. The content of this book places emphasis on educative needs of teacher preparation, with a strong introduction to the intrinsic motivation that all educators need but new and developed. The authors' scholarly use of connected materials allows pre-service teachers to make real-life connections to empower content comprehension for the novice teacher. The skills and content addressed in this book can be used to support the edTPA process, but more importantly they are good teaching practices that should be learned and used by all educators."— Christine L. Widdall, associate professor of childhood/early childhood education at SUNY-CortlandTable of ContentsIntroduction 1. Beyond Compliance 2. Planning for Instruction 3. Planning for Assessment 4. Planning to Support Students 5. Understanding and Using Academic Language 6. Fostering a Challenging Learning Environment 7. Using Assessment Data 8. New Frontiers in Teacher Performance Assessments Appendix A: Lesson Plan Template Appendix B: Learning Segment Template Works Cited Index

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Book SynopsisAs nationwide calls for educational rigor and accountability continue across the U.S., many states have made the edTPA®, a teacher performance assessment, a requirement for teacher certification. The edTPA® is a subject-specific performance assessment that requires aspiring teachers to plan, implement, assess, and reflect upon a learning segment, while demonstrating pedagogical skills related to their disciplines. While it is designed to promote teaching excellence, the edTPA® can drive already-stressed teacher candidates to their breaking point, as it places them in an unfamiliar classroom and asks them to quickly display their knowledge and savvy. This book is here to help teacher candidates not only survive the challenge of the edTPA®, but also thrive. It maps out precisely what steps aspiring secondary education teachers should take to ensure successful completion of the edTPA®. Demystifying the language used in the assessment, it uniquely connects edTPA® requirements with what teacher candidates learn within their teacher preparation programs, showing them how the assessment relates to what they are already doing in their classrooms. The strategies in this book draw on both academic research and practical experience to guide student teachers as they plan for their edTPA® portfolios and for their teaching careers beyond.Trade Review"A keen deconstruction of the learning segment alongside guidance that connects theory, preparation, and practice. Preservice teachers and programs will find this text integral in preparing for the performance assessment."— Michelle Anderson, associate professor of education, Aquinas College "As a pre-service teacher educator and edTPA coordinator I was very appreciative of the authors purposeful progression of their outlined chapters. The content of this book places emphasis on educative needs of teacher preparation, with a strong introduction to the intrinsic motivation that all educators need but new and developed. The authors' scholarly use of connected materials allows pre-service teachers to make real-life connections to empower content comprehension for the novice teacher. The skills and content addressed in this book can be used to support the edTPA process, but more importantly they are good teaching practices that should be learned and used by all educators."— Christine L. Widdall, associate professor of childhood/early childhood education at SUNY-CortlandTable of ContentsIntroduction 1. Beyond Compliance 2. Planning for Instruction 3. Planning for Assessment 4. Planning to Support Students 5. Understanding and Using Academic Language 6. Fostering a Challenging Learning Environment 7. Using Assessment Data 8. New Frontiers in Teacher Performance Assessments Appendix A: Lesson Plan Template Appendix B: Learning Segment Template Works Cited Index

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Book SynopsisEducators are often overworked, underpaid and at the crosshairs of every cultural debate. Teachers dedicate themselves to creating safe, nurturing environments for students, but are themselves subjected to levels of personal scrutiny practically unseen in other professions. In some careers, keeping a picture of your loved ones on your desk isn't worth a second thought. For teachers with nontraditional families, it can come with the risk of becoming a political football.Informed by her firsthand experience as a nonmonogamous educator, Ashley Speed examines the typical objections raised about nonmonogamous people teaching children, how to refute them and how to navigate some of the difficulties of being a nonmonogamous teacher in today's stormy political waters. It also offers practical advice for administrators and parents who want to support nonmonogamous teachers, and tips for teachers on how to make their classrooms friendly for kids from nonmonogamous families.

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Book SynopsisThis book explains how staff development is an important element for a sustainable staff structure health care facilities. At the end each chapter the reader finds a to-do-list, to replicate the project. The book is devided into 4 parts: 1. Practicing culture change, 2. Learning emotional intelligence, 3. Establishing interprofessional collaboration and 4. How to create the future of healthcare. Anticipating these options and experiences will help leaders to inspire their teams with practical ideas.To find the right trainings for staff development can be time consuming. With this overview about international successful projects the reader has an update about innovations in healthcare and uses the knowledge for the reader's own team or healthcare institution. This book helps readers experiencing their own culture change in their organisation, and create the future of their team or facility with knowledge about how to develop a person-centred culture, how to implement the TeamProcessPerformance in their operation theatre, how to reduce stress by using simple HeartMath-methods. This book also informs on how to establish wellbeing at the workplace, and how to practice interprofessional collaboration to reduce mistakes and costs. Written by authors from UK, Turkey, USA, Scotland, Ireland and Germany, this book offers human resource managers a look beyond their national horizon and presents innovative international concepts. Table of Contents Introduction. Innovative and bold Staff Development in HealthcareChristiane MatzkeThe society and the healthcare system are part of a fundamental change. The issues are similar in the most industrial nations and nearly comparable despite the diversity in setup, structure and financing of the healthcare systems. The biggest driver for innovative and courageous staff development of the future are demography, globalization, community of knowledge, climate change, digitalization and more development of technology, and the impact of the Corona-pandemic. Most of these challenges can only be solved together in a cooperating world society.This chapter focuses on the healthcare system, it’s innovations out of two perspectives: the technical developments and social organizational needs for innovation. The challenges of modern staff development are described as well as the radical change with it’s exiting future options. PART 1. We love the challenge: culture change Chapter 1. Engaging Hearts and Minds to Advance Relationship-Based CulturesMary Koloroutis, Jayne FelgenTwo inspirational workshops were developed to engage the hearts and minds of health care organization leaders and staff members as a part of implementing Relationship-Based Care™. The workshops were designed to employ innovative teaching methods reflecting the adult learning principle that learning should be grounded in respect for the wisdom of the learner. Learners engaged in diverse exercises and reflective practices to apply and internalize the content. Curricula focused on relational competence rather than clinical or technical skills. Caring practices for self, for co-workers, and for patients and families were translated into behaviors. Participants learned practices to develop therapeutic and compassionate relationships with others. Organizational and departmental metrics demonstrated positive outcomes from the workshops including decreased staff turnover as measured by human resources and higher patient satisfaction scores on patient surveys. Susan Wessel, Chapter 2. Establishing Innovation Culture in Nursing: the butterfly effectYeliz DOGAN MERiHAim: Nurses should keep up with constant change and integrate innovation into their services in order to obtain effective and desirable results in their service provision activation of the process of innovation in nursing services reduces the cost of care and increases the quality of care.Material and Method: In order to activate the process of innovation in nursing services provided at Zeynep Kamil Hospital, a number of steps were completed. In the first step, nurses’ level of knowledge was improved through regular training, individual counseling was initiated using the coaching system, competitions were organized for making the process more interesting, and participation rate was increased with rewards. These implementations produced an inovation culture. Results: During the process of activating innovation at Zeynep Kamil Hospital, which was initiated in 2012, competitions and symposiums were held. In the 7 year period, nurses working at Zeynep Kamil Hospital completed 376 innovative projects. Each of these projects had an inventive quality and through these projects, the nurses were able to support novel and creative activities which increased the quality of care. The patenting process of 50 innovative projects was completed and studies were activated for producing new inventions. Conclusion: Regular training, role modeling, and scientific activities that introduce the process, make the process more interesting, and guide nurses are crucial for activating the innovation process in nursing. Keywords: Nursing, İnnovation, Process Yeliz DOGAN MERiHChapter 3. Veränderungsprozesse initiieren über die Entwicklung und Einführung von Führungsleitlinien – ein systemischer AnsatzUte Grießhaber-Paule; Bernhard HeuvelmannThe development of leadership guidelines was supported by the innovative approach of a system based project. With circular communication methods all levels of organization has been involved and irritated at the same time.This article describes, how a project a system of leaders – and all the other– consciously confronts with “interferences”. The unusual format of communication is described. The goal to change was not just supported, but from the beginning of the process present, visible and tangible. Organizational change means change of people, so instead of talking about change, we used interactions to challenge the attitude, behavior and communication of the participants. Personal reflection was needed to experience the way how we speak, listen, interact and function in a new way. Chapter 4. Pearls of Wisdom: The Evolution of a Healing Healthcare ModelEmily Witrak Nowak, Val LincolnHealthcare in the United States (US) continues to evolve at paces unprecedented historically. Increased use of integrative services (IS) for personal wellbeing has been a primary driver in the expansion to healthcare organizations in the US. The development, implementation and evaluation of IS programs within the acute care setting requires thoughtful leaders and teams. In this chapter the authors provide a step-wise description of the evolution of a healing healthcare model within a small community hospital in Minnesota. In this chapter, the authors describe one small community hospital’s development, implementation and evaluation of a holistic model of care in the acute care setting, and the evolution of the holistic model across the larger system. Opportunities for increased integration of concepts of holistic care into academic programs to assure adequate preparation of new healthcare professionals with the foundational skills and knowledge to meet the growing demand for these services are suggested. Chapter 5. A strategically engaged programme of person-centred culture development in health services: The courage of the Irish!Brendan McCormack, Lorna Peelo-Kilroe, Margaret Codd, Debbie BaldiePurpose of the projectIn 2017, a national programme was introduced by the Irish health service to enable cultures of person-centredness in all aspects of its health and social care. The aim was twofold: 1) develop multi-professional facilitators to lead person-centred culture change within their own services, and 2) provide a means for services to embed person-centred ways of working as the norm for how they do their business.Design and methodsCognitive and creative, transformational facilitation and practice development methods using co-design is used to enable participants to uncover the realities and possibilities of their workplace cultures. By using active learning and working with person-centred principles participants learn the skills of critical reflection and unpick their practices. ResultsThe results from this programme from year one demonstrated impacts in: consciousness raising; transformation of self; development of facilitation knowledge, skills and expertise; sharing responsibility for person-centredness; learning and doing. Progress is shown in terms of strategic commitment and support for this systematic approach to enabling cultures of personcentredness.ImplicationsThe programme offers learning in terms of focus, methodology, impact and the considerable support required to enable culture change at a programmatic, national level.Index Person-centred, person-centredness, workplace culture, facilitation, courage, support. Chapter 6. Practice Development: University Based EducationRenate Tewes, Lydia Ulrich, Irén HorvarthDue to the non-stop change processes in healthcare we are in need of professional change competencies. This gap is closed by a newly started course of practice development at the Protestant University of Applied Science in Dresden. This on-the-job training offers experienced nurses to study all the requirements for practice development and bring the knowledge directly back into the practice. The curriculum focuses on three aspects: 1. Evidence based knowledge (e.g. theories and concepts of nursing science, person-centredness approach, research methods, socially and institutional requirements for change), 2. Development of skills for analyzing, planning, putting into practice and evaluating the change processes, 3. Professional attitude (e.g. accountability for professional action, ethical standards, role clarity, social justice). The focus is on establishing creative learning cultures in hospitals, nursing homes and outpatient care. Beside a blended learning approach we train the soft skills in a newly build Simulation Center, which offers the students to foster their abilities to interact and argue with actors. These actors help the students to reflect their actions in a multifaceted feedback process. PART 2. We are bold – Emotional Intelligence pays off Chapter 7. empCARE- ein empathiebasiertes Entlastungstraining für Pflegende Ludwig Thiry, Vera LuxNursing is interaction work and beside cooperation work and subjective labor action it is very much emotional work. Patients experience existential threatening situations and react irrational in inconsistent. Nurses have to adjust to this changing situations to react in the best way. This can be emotionally exhausting. This phenomenon is described as “emotional dissonance” and one of the main burden in this profession.The economic pressure in healthcare and to ensure quality demands for standards. This also reduces the room of maneuver for subjective action. Emotional work is important, so nurses help patients to regulate their feelings. Therefor it is important, that nurses are able to regulate their own emotions. The empCare training helps nurses to deeply connect with themselves. EmpCare is an empathy based program to relief the strain. Studies showed the positive impact of the nurses health. We can conclude, that the empCare program is a good preventive method for a healthy nursing work life. Chapter 8. Wellbeing in the workplace pays offMary Jo KreitzerStress and burnout of healthcare providers has become a major healthcare issue that has implications for not only workforce projections, but the cost and quality of patient care and the lives of healthcare providers and their families. Increasingly, organizations are understanding the importance of creating cultures of wellbeing that both mitigate burnout and create conditions that support wellbeing and human flourishing. Factors contributing to wellbeing include health, purpose, relationships, community, safety and security and the environment. The Wellbeing Leadership Program is a creative blend of programming offered through the Bakken Center that includes 3 day-long retreats, independent study and online learning. The program emphasizes personal and leadership practices that are simple, concrete, powerful and inspiring. The series is based on the premise that leaders are needed at every level of the organization that have the knowledge, skills and capacity to advance wellbeing. Chapter 9. Stress was yesterday! Revitalising Care is today by the adoption of HeartMath® InterventionsSue Smith, Gawin AndrewsThis chapter describes a project to train trainers to deliver a one day workshop called Revitalising Care™. This workshop and the related support of one to one coaching aims to reduce stress, build resilience, help staff feel valued and revitalised, enhance teamwork and empowerment to create a more uplifting and harmonising environment. Nursing in the UK is facing numerous challenges, one of which is staff retention. The workshop including coaching, integrates breathing techniques, positive psychology and adopts emWave® technology to support staff to cope with stressful events proactively. The project was commissioned by the Scottish Government’s Directorate for the Chief Nursing Officer, Patients, Public and Health Professions (CNOPPP), in 2013 - 2015. An evaluation assessment instrument from the Institute of HeartMath (IHM ) USA called the ‘Personal and Organisational Quality Assessment’ (POQA) questionnaire was administered to 127 participants pre and post the workshop. Evidence of effectiveness of the programme is presented. A summary of lessons learnt and guidance for staff development professionals embarking on similar projects in the future is suggested. Advances in new technology accessed by the mobile phone for synchronising human autonomic nervous systems is suggested as a way forward for increasing collaboration, co-creation, conflict resolution and decision-making PART 3. We are a dream team – interprofessional collaborationChapter 10. Personalisierte Medizin im MOILT Sylvia Bochum, Christian Fegeler, Uwe MartensDigital transformation is moving forward and leads to new disciplines in healthcare, like precision oncology. This often needs the collaboration of persons with different knowledge, who see complex problems out of interprofessional perspectives to find solutions. At the MOLIT Institute for personalized medicine, physicians, biologists and computer scientists develop together innovative software solutions for precision oncology while working in an agile environment. Implementing agility into the teams not just need new ways to think and to work, but a general change in organizational structure and leadership. In such expert teams it might be a challenge to develop an alternative career model and also practice a coaching and facilitating leadership style not using top down decisions. Chapter 11. TeamProzessPerformance (TPP) im OP mit Gung Ho Thomas Röhrßen, Klaus WohlmeinerThe most projects in operation theatre focus on structural and process-related organization. This does not zoom on the real factor of productivity in the operation theatre, namely the professional competent, agile and communicative operation theatre team. There is an increase to emphasize on regulations outside the operation room, like operation plan, coordination and operation management including process supporting IT. Our approach of TeamProcessPerfomance (TPP) shows, how this interventions must be linked to the power of self-directed operation room team, to ensure a sustainable operation productivity. In our approach we combine “soft culture factors”, like sense-making, leading and agile team organization with the “hard process factors”. The optimization of the “hard” process factors could be reached by a central trigger-process and the measurement of so called short-cut process goals, which had been evaluated. Due to the generational value change, the skilled labor shortage und the decreasing job-satisfaction in many operation theatres, new integrated approaches are needed. That is why in future the soft-skills in operation projects must also be measured. Chapter 12. Interprofessionelle Ausbildungsstation: Grenzen überwinden – Zusammen lernen und arbeitenChristine Straub, Sebastian Bode, Lukas Nock, Irina CichonThis article reflects the relevance of interprofessional collaboration for staff development in healthare. There is still potential for the development of interprofessional collaboration in the healthcare system. The dominating segmentation of care leads to care deficits as well as it increases the skilled labor shortage in healthcare. This project describes an interprofessional education department in Freiburg, Germany, where the medical students and nursing students work together. This successful pediatric education department offers us an amount of perspectives to develop and experiences to share. Chapter 13. Project: Operation on the TeamIrina CichonIn 2013 the Robert Bosch Trust started it’s support program „Operation on the Team” and invested 2,9 Mio Euros. The first 4 years 7 healthcare institutions did a research about the requirements and options of interprofessional learning in healthcare. The results were summarized and led to 17 new projects on different issues about interprofessional learning in healthcare, which had been financially supported for another 3 years. In the last third phase of this unique research funding the results from the 17 projects were used to develop guidelines, curricula, and teaching material for interprofessional education in healthcare. Another result is, that the medical education is expanded, and the interprofessional learning will be now part of the curriculum. PART 4. Future perfect – innovative staff development Chapter 14. Future of Staff development: a time travelRenate TewesCourageous and innovative staff development is the order of the day. Healthcare is one of the biggest growth sector. Meanwhile every 8th person German works in healthcare. The explosive spreading of digitization will produce enormous amounts of data in healthcare, which will lead to an end of some activities, while new ones will be needed. Beside technical competences soft skills will be on great demand. The biggest part of treatment mistakes arise from inaccurate communication and collaboration. That is why communicative, relational and interpersonal competences are needed. In order that the two professions nursing and medicine become real team players communication gaps must be closed. Both are missing a specific competence for collaboration, which can be trained.Emotional intelligence will become a bigger focus in future, not just in leadership. Everything, what computers can do, they will do. Emotional work as a human factor is still not replaceable. Globalization is not just a key driver for change, but enlarges crisis. Transition management, change management and crisis management will become an important piece in leadership, which includes the management of challenges as well as leading employees with emotional intelligence.

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Book SynopsisErfahre, wie du es erreichst, all das nicht zu sein, was du nie sein wolltest!

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Book SynopsisBerufsbegleitende Weiterbildung erfahrt in unserer Gesellschaft einen immer hoheren Stellenwert. Vor diesem Hintergrund konzentriert sich Astrid Beermann in ihrer Arbeit auf die Wechselwirkung von individuellen Entwicklungswunschen Einzelner und der Gewahrleistung von Qualitatssicherung und -entwicklung in den Fachgebieten Beratung und Therapie. In ihrer trans- und interdisziplinaren Pilotstudie erhebt sie dafur Daten zu subjektiv erlebten professionellen und personlichen Veranderungen angehender Supervisoren, Coaches und Organisationsentwickler, um diese zirkular, reflexiv und kontextsensibel auszuwerten. Das Ergebnis sind neun Faktoren fur eine wirksame Veranderung in Professionalisierungsprozessen, die in diesem Band ausfuhrlich erlautert werden.

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Book SynopsisThese are stories about an average young man who grew up among talented people. These talented people "raised" him and so many others. We were exceptional in that we picked up their dreams for us and made them ours. We became the farmers, lawyers, doctors and teachers who made our town and South Georgia very special. This volume reminds us that dreams can come true. This was probably the last generation of teachers--mostly women--who opened the door of hope far wider than any of us had ever dreamed.We were among so many brilliant people. Regardless of where you grew up, you had teachers like them. For me, there were people like Mrs. Mitchell, Mrs. Crum, Coaches Davis and Tucker, Mrs. Agnew Andrews Brown, Mrs. Tabor and a host of others. Our parents gave us opportunities they never had. Every name in these pages made a huge difference in the lives they touched. Our world needs again and again what we found in our little country town. May those hearing these stories for the first, second or third time be inspired to tell them over and over again. They are your stories. Claim them.

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Book SynopsisThese are stories about an average young man who grew up among talented people. These talented people "raised" him and so many others. We were exceptional in that we picked up their dreams for us and made them ours. We became the farmers, lawyers, doctors and teachers who made our town and South Georgia very special. This volume reminds us that dreams can come true. This was probably the last generation of teachers--mostly women--who opened the door of hope far wider than any of us had ever dreamed.We were among so many brilliant people. Regardless of where you grew up, you had teachers like them. For me, there were people like Mrs. Mitchell, Mrs. Crum, Coaches Davis and Tucker, Mrs. Agnew Andrews Brown, Mrs. Tabor and a host of others. Our parents gave us opportunities they never had. Every name in these pages made a huge difference in the lives they touched. Our world needs again and again what we found in our little country town. May those hearing these stories for the first, second or third time be inspired to tell them over and over again. They are your stories. Claim them.

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Book SynopsisAcross settings, teacher education programs utilize innovative practices to prepare teacher candidates, yet rarely is this work shared in a way that is accessible to stakeholders. This book presents exemplary models utilized by universities in a variety of settings, with the objective of sharing with readers a sampling of research-based teacher preparation models that are currently in place at accredited universities and colleges across the country, in an effort to help others that are developing or redesigning their programs. Authors of the included chapters focused on the setting in which their college/university is located. Location impacts every aspect of a clinical model of teacher preparation, including the number and proximity of placements that are available for teacher candidates, access to resources, and diversity of experiences. The authors, in describing their clinical model, address how their location impacts their model, sharing information about the resources to which they have access, how they make use of available resources in potentially unique ways, as well as how they overcome a lack of resources to provide a meaningful and diverse experience for their candidates. Readers will be able to use this book to learn more about how similar colleges/universities are embracing their locations and resources to further the learning of their candidates and to implement these ideas within their own programs.All those involved in teacher preparation – state-level policy makers, university and P-12 administrators, and educators who bridge university and school settings to work together to prepare teacher candidates – will benefit from this book. It can serve as a resource for these individuals to help inform them of how universities and colleges across the country are implementing a clinically-based teacher preparation program so that they have a model for creating, implementing, assessing, and maintaining their own program. Additionally, teacher education faculty and staff may utilize it for help with self-studies and accreditation purposes, and as a text to use within courses in principal and/or superintendent preparatory programs.

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Book SynopsisAcross settings, teacher education programs utilize innovative practices to prepare teacher candidates, yet rarely is this work shared in a way that is accessible to stakeholders. This book presents exemplary models utilized by universities in a variety of settings, with the objective of sharing with readers a sampling of research-based teacher preparation models that are currently in place at accredited universities and colleges across the country, in an effort to help others that are developing or redesigning their programs. Authors of the included chapters focused on the setting in which their college/university is located. Location impacts every aspect of a clinical model of teacher preparation, including the number and proximity of placements that are available for teacher candidates, access to resources, and diversity of experiences. The authors, in describing their clinical model, address how their location impacts their model, sharing information about the resources to which they have access, how they make use of available resources in potentially unique ways, as well as how they overcome a lack of resources to provide a meaningful and diverse experience for their candidates. Readers will be able to use this book to learn more about how similar colleges/universities are embracing their locations and resources to further the learning of their candidates and to implement these ideas within their own programs.All those involved in teacher preparation – state-level policy makers, university and P-12 administrators, and educators who bridge university and school settings to work together to prepare teacher candidates – will benefit from this book. It can serve as a resource for these individuals to help inform them of how universities and colleges across the country are implementing a clinically-based teacher preparation program so that they have a model for creating, implementing, assessing, and maintaining their own program. Additionally, teacher education faculty and staff may utilize it for help with self-studies and accreditation purposes, and as a text to use within courses in principal and/or superintendent preparatory programs.

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Book SynopsisMany of the current challenges facing institutions of higher education require a shift in thinking, practice, and approaches to change. The changing nature of college students, along with increased emphasis on student learning outcomes, have institutions seeking to effect improvements in the instructional practices of faculty members. Establishing a robust model of faculty peer coaching can accelerate improvement efforts that strive to create engaging higher education classrooms centered on inclusive and equitable teaching practices, which more effectively meet the needs of an increasingly diverse student body.Informed by research and experience, this book is a guide to developing, launching, and refining faculty peer coaching initiatives in higher education with the goal of improving instructional practice and student learning outcomes. Peer coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices leading to increased learning for all students. Research has shown that peer coaching can positively impact teaching practices, especially when coupled with other professional learning. This book provides a rationale for peer coaching as an effective strategy for faculty development, outlines a model for peer coaching, and supplies readers with support in the creation of a robust peer coaching initiative in institutions of higher education. Peer coaching has the potential for significant culture and community change for faculty members which can lead to improved student learning.Trade ReviewI was privileged to read an early draft of this book, and I hadn't turned many pages before I knew I had to offer a peer coaching program in the very next semester. Faculty response was unanimous: ""Thank you for this experience. I learned so much, and I want to continue."" I sure wish I'd had this book when I started in faculty development! I was trying to help a department implement ""formative peer review of teaching, ""to not much avail. Now I realize that what we really wanted was peer coaching. — Victoria Bhavsar, California State Polytechnic University Pomona ""How can I be a better teacher? What can I do to ensure my students are learning and engaged? If you have ever asked yourself these types of questions, then this is the book for you. Infused with extensive expertise and research-based practices, Rainville, Title, and Desrochers provide proven strategies and approaches to peer-coaching that will change how we teach, engage as colleagues, and ultimately improve instructional practices. Helping the reader develop a climate of trust, respect, and support, the authors provide scaffolded processes that will generate leadership development as well as greatly enhance our knowledge and ability to be effective teachers and mentors. A timely read for the changing world of college students and higher education."" — George J. Petersen, Clemson University""Can you believe that three professors induced a college faculty to meet in pairs to discuss and enhance their teaching? Well, they did. The bane of professional learning is privatism in teaching, and professors normally work in well-fortified silos. Sharing thoughts about teaching and curriculum brings colleagueship to a new level and elevates the socio-professional environment of the institution. These folks demonstrated that it can be achieved."" — Bruce Joyce, Saint Simons Island, Georgia

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Book SynopsisMany of the current challenges facing institutions of higher education require a shift in thinking, practice, and approaches to change. The changing nature of college students, along with increased emphasis on student learning outcomes, have institutions seeking to effect improvements in the instructional practices of faculty members. Establishing a robust model of faculty peer coaching can accelerate improvement efforts that strive to create engaging higher education classrooms centered on inclusive and equitable teaching practices, which more effectively meet the needs of an increasingly diverse student body.Informed by research and experience, this book is a guide to developing, launching, and refining faculty peer coaching initiatives in higher education with the goal of improving instructional practice and student learning outcomes. Peer coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices leading to increased learning for all students. Research has shown that peer coaching can positively impact teaching practices, especially when coupled with other professional learning. This book provides a rationale for peer coaching as an effective strategy for faculty development, outlines a model for peer coaching, and supplies readers with support in the creation of a robust peer coaching initiative in institutions of higher education. Peer coaching has the potential for significant culture and community change for faculty members which can lead to improved student learning.Trade ReviewI was privileged to read an early draft of this book, and I hadn't turned many pages before I knew I had to offer a peer coaching program in the very next semester. Faculty response was unanimous: ""Thank you for this experience. I learned so much, and I want to continue."" I sure wish I'd had this book when I started in faculty development! I was trying to help a department implement ""formative peer review of teaching, ""to not much avail. Now I realize that what we really wanted was peer coaching."" — Victoria Bhavsar, California State Polytechnic University Pomona""How can I be a better teacher? What can I do to ensure my students are learning and engaged? If you have ever asked yourself these types of questions, then this is the book for you. Infused with extensive expertise and research-based practices, Rainville, Title, and Desrochers provide proven strategies and approaches to peer-coaching that will change how we teach, engage as colleagues, and ultimately improve instructional practices. Helping the reader develop a climate of trust, respect, and support, the authors provide scaffolded processes that will generate leadership development as well as greatly enhance our knowledge and ability to be effective teachers and mentors. A timely read for the changing world of college students and higher education."" — George J. Petersen, Clemson University""Can you believe that three professors induced a college faculty to meet in pairs to discuss and enhance their teaching? Well, they did. The bane of professional learning is privatism in teaching, and professors normally work in well-fortified silos. Sharing thoughts about teaching and curriculum brings colleagueship to a new level and elevates the socio-professional environment of the institution. These folks demonstrated that it can be achieved."" — Bruce Joyce, Saint Simons Island, Georgia

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Book SynopsisThis volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic.As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future.This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents' achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher's professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come.Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.

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Book SynopsisThis volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic.As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future.This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents' achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher's professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come.Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.

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Book SynopsisDon't Forget About the Adjuncts! is a work that creates space for adjuncts to share their experiences navigating workspaces within higher education and their experiences as part-time faculty. The primary goal of this book is to allow adjuncts to share their experiences navigating workspaces as frequently undervalues faculty in higher education. While frequently, adjunct faculty can feel unheard within higher education institutions, this book offers a platform for adjunct voices to be heard loud and clear.Contributing authors share the advantages and challenges they experience as adjuncts and the impact these experiences have on their well-being and career trajectory. Moreover, the authors provide insight and advice on how current and potential adjuncts can succeed and thrive, even with all the barriers or obstacles they face. The adjunct voices in this text have a wealth of knowledge and disciplines represented, expertise, and years of experience in higher education. Additionally, authors also come from all over the United States. With this range of expertise and knowledge, authors also provide advice, strategies, and ways of being for institutions to support their adjunct faculty and for adjuncts to support themselves.While many challenges are thrown at adjunct faculty, we are not suggesting that all adjunct faculty face the same issues. Moreover, this book serves as a space for contributing authors not to speak for all adjunct faculty but themselves. As editor and previous adjunct faculty myself, I encouraged and pushed all contributing authors to stand in their truth and take pride in this role. This book is the outcome of adjunct faculty loving and supporting their profession. Higher education institutions, colleagues, and other stakeholders can learn a great deal from the narratives and experiences shared to look at the intentional recruitment, retention, and psychological well-being of adjunct faculty. Thus, Don't Forget About the Adjuncts! is positioned to be a must-read for all higher education professionals, institutions, and stakeholders looking for strategies to do right by and for adjunct faculty.

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Book SynopsisDon't Forget About the Adjuncts! is a work that creates space for adjuncts to share their experiences navigating workspaces within higher education and their experiences as part-time faculty. The primary goal of this book is to allow adjuncts to share their experiences navigating workspaces as frequently undervalues faculty in higher education. While frequently, adjunct faculty can feel unheard within higher education institutions, this book offers a platform for adjunct voices to be heard loud and clear.Contributing authors share the advantages and challenges they experience as adjuncts and the impact these experiences have on their well-being and career trajectory. Moreover, the authors provide insight and advice on how current and potential adjuncts can succeed and thrive, even with all the barriers or obstacles they face. The adjunct voices in this text have a wealth of knowledge and disciplines represented, expertise, and years of experience in higher education. Additionally, authors also come from all over the United States. With this range of expertise and knowledge, authors also provide advice, strategies, and ways of being for institutions to support their adjunct faculty and for adjuncts to support themselves.While many challenges are thrown at adjunct faculty, we are not suggesting that all adjunct faculty face the same issues. Moreover, this book serves as a space for contributing authors not to speak for all adjunct faculty but themselves. As editor and previous adjunct faculty myself, I encouraged and pushed all contributing authors to stand in their truth and take pride in this role. This book is the outcome of adjunct faculty loving and supporting their profession. Higher education institutions, colleagues, and other stakeholders can learn a great deal from the narratives and experiences shared to look at the intentional recruitment, retention, and psychological well-being of adjunct faculty. Thus, Don't Forget About the Adjuncts! is positioned to be a must-read for all higher education professionals, institutions, and stakeholders looking for strategies to do right by and for adjunct faculty.

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Book SynopsisNavigating the Ubiquitous, Misunderstood, and Evolving Role of the Educational Leadership Program Coordinator in Higher Education is an edited volume of chapters focused on the role of the program coordinator (PC) in educational leadership. The book is a recent addition to the book series: Dimensions of Leadership and Institutional Success: Exploring Connections and Partnerships, edited by Ellen H. Reames. Noelle A. Paufler and Ellen H. Reames (editors) created this book to examine various aspects of the PC role because it has been largely ignored in the educational leadership preparation literature. The book examines various aspects of the PC role to include responsibilities, navigating the politics and policies of higher education and educational agencies, internal and external problems and barriers related to the role, and recommendations and possibilities for enhancing the PC role. The book is divided into 3 sections: Section 1 centers on the roles of the PC and also includes a model that can be used to structure PC responsibilities within programs. Section 2 focuses the readers' attention to present misunderstanding of the PC as a quasiadministrative role which appears to be gaining in clarity through present research. Section 3 gives a glimpse to future trends which includes the growing use of clinical faculty as PCs.The primary audience is higher education faculty and administrators. The term program coordinator spans across all disciplines and is used in most higher education institutions across the United States. Higher education institutions are also interested in sustaining partnerships within the university and the communities beyond. This book can assist with nuances of partnership development for any higher education field of study.The audience also includes faculty in higher educational leadership program development and school/university partnership development and enhancement across public and private enterprises who are educating future leaders. Other interested groups are university and school-based professionals who are seeking to improve relationships, partnerships, and collaborations between educational leadership preparation programs and K-12 districts and related agencies. The book would also be of value to those who conduct research in the areas of partnership creation and implementation and to those who conduct research which improves educational leadership preparation and development. The role of the PC in educational leadership is critical to the success of higher education leadership preparation programs and is often very different than PCs in other higher education disciplines.

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Book SynopsisNavigating the Ubiquitous, Misunderstood, and Evolving Role of the Educational Leadership Program Coordinator in Higher Education is an edited volume of chapters focused on the role of the program coordinator (PC) in educational leadership. The book is a recent addition to the book series: Dimensions of Leadership and Institutional Success: Exploring Connections and Partnerships, edited by Ellen H. Reames. Noelle A. Paufler and Ellen H. Reames (editors) created this book to examine various aspects of the PC role because it has been largely ignored in the educational leadership preparation literature. The book examines various aspects of the PC role to include responsibilities, navigating the politics and policies of higher education and educational agencies, internal and external problems and barriers related to the role, and recommendations and possibilities for enhancing the PC role. The book is divided into 3 sections: Section 1 centers on the roles of the PC and also includes a model that can be used to structure PC responsibilities within programs. Section 2 focuses the readers' attention to present misunderstanding of the PC as a quasiadministrative role which appears to be gaining in clarity through present research. Section 3 gives a glimpse to future trends which includes the growing use of clinical faculty as PCs.The primary audience is higher education faculty and administrators. The term program coordinator spans across all disciplines and is used in most higher education institutions across the United States. Higher education institutions are also interested in sustaining partnerships within the university and the communities beyond. This book can assist with nuances of partnership development for any higher education field of study.The audience also includes faculty in higher educational leadership program development and school/university partnership development and enhancement across public and private enterprises who are educating future leaders. Other interested groups are university and school-based professionals who are seeking to improve relationships, partnerships, and collaborations between educational leadership preparation programs and K-12 districts and related agencies. The book would also be of value to those who conduct research in the areas of partnership creation and implementation and to those who conduct research which improves educational leadership preparation and development. The role of the PC in educational leadership is critical to the success of higher education leadership preparation programs and is often very different than PCs in other higher education disciplines.

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Book SynopsisPeer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students. This edited book includes chapters describing faculty peer coaching initiatives in universities world-wide. Section one includes chapters that give an overview of what faculty peer coaching is and what the benefits of faculty peer coaching can be. The second section of the book explores the theoretical and practical implications of engaging in faculty peer coaching and the trust and vulnerability that comes along with opening up your instructional practices to a colleague. Section three of the book includes several examples of peer coaching initiatives across various disciplines in higher education settings. Section four situates peer coaching in the broader institutional framework. This book is a must for leaders of faculty development initiatives, directors and staff from teaching%learning centers, department chairs, faculty, graduate students, deans, student services staff, chief academic officers, and educational consultants.

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Book SynopsisPeer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students. This edited book includes chapters describing faculty peer coaching initiatives in universities world-wide. Section one includes chapters that give an overview of what faculty peer coaching is and what the benefits of faculty peer coaching can be. The second section of the book explores the theoretical and practical implications of engaging in faculty peer coaching and the trust and vulnerability that comes along with opening up your instructional practices to a colleague. Section three of the book includes several examples of peer coaching initiatives across various disciplines in higher education settings. Section four situates peer coaching in the broader institutional framework. This book is a must for leaders of faculty development initiatives, directors and staff from teaching%learning centers, department chairs, faculty, graduate students, deans, student services staff, chief academic officers, and educational consultants.

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Book SynopsisIn an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development. Such efforts serve to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings.The chapters included in this volume summarize empirical research that supports the teaching of human development as it applies to PreK-12 and postsecondary settings, describe instructional practices used in college courses that are effective for teaching teachers-in-training about human development, and provide a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications.The contributing authors are accomplished educational and developmental psychologists that have years of experience in teacher preparation. Their respective chapters provide insights into the challenges that teachers-in-training confront in learning about human growth and development and how novice teachers can apply knowledge of human development in their professional practice.

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Book SynopsisIn an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development. Such efforts serve to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings.The chapters included in this volume summarize empirical research that supports the teaching of human development as it applies to PreK-12 and postsecondary settings, describe instructional practices used in college courses that are effective for teaching teachers-in-training about human development, and provide a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications.The contributing authors are accomplished educational and developmental psychologists that have years of experience in teacher preparation. Their respective chapters provide insights into the challenges that teachers-in-training confront in learning about human growth and development and how novice teachers can apply knowledge of human development in their professional practice.

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Book SynopsisIt is clear that teacher educators have ongoing professional learning and development needs. Chief among these are continuing to learn about content developments and pedagogical practices useful for teaching a range of PK-12 students in varying contexts; developing reflective competencies and sets of practices useful for teaching teacher candidates about teaching; effectively balancing teaching commitments with institutional expectations for scholarship and service; and forging useful understandings of identity across the spectrum of teacher educator responsibility and development over time, including taking on managerial or administrative roles. Working in institutions largely devoid of formal support mechanisms, teacher educators are often left on their own to meet these needs and subsequently must create or seek out opportunities for their ongoing growth. This volume explores in greater depth how exactly teacher educators engage in professional learning and development across their career trajectories.University-based teacher educator learning occurs in a range of settings and across the career span. Contributors to this volume describe university-based teacher educator learning spaces focused on their ongoing professional learning. Such spaces include teacher educator communities of practice, critical friendships, self-study learning groups, faculty learning groups, co-mentoring, and institutionally sponsored professional learning spaces.

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