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Book SynopsisIn this accessible and informative step-by-step guide, early years consultant Debbie Garvey provides leaders and managers with best practice tips and advice for developing their performance management skills in early years settings.Drawing on current research and the author's wealth of experience in the field, each chapter sets out effective performance management techniques that leaders can apply to their workplaces, on topics such as staff development, recruitment, appraisals, conflict management, feedback and evaluation, mentoring and coaching and health and wellbeing. Grounded in an understanding of neuroscience and brain development, this practical book provides advice on how to ensure a safe and motivational environment for both children and staff to develop, whatever their needs.Designed to support new and existing managers, the book includes reflective exercises, key theories and case studies to enable leaders to develop a style suited to their team and setting, ensuring children are given the best possible support during their first and most crucial development stage.Trade ReviewIn this highly reflective, practical and personal guide, Debbie reminds us of what it means to be human - physiologically and emotionally - and makes a compelling case for early years management focused on empathy, support, dialogue and encouragement. An essential read for those seeking the best performance from their team. -- David Wright, Early Years Director, Paint Pots Nurseries, SouthamptonWith this book, Debbie proves once again that she is the authority on how to lead a team to outstanding performance in all areas of the demanding and professional work of early childhood care and education. In an era where professional advice and training has reduced from the traditional sources, managers and leaders will find this guide particularly useful. As a 'go to' specialist, Debbie supports the leader through the challenging matters of performance management and how this one area can benefit the employee, employer and child. The reader will learn how the holistic approach to supporting each team member will provide a respectful, positive environment where anything less is intolerable. As an owner of children's nurseries, I particularly appreciate how Debbie Garvey makes her advice relevant as well as practical to the demands of this field of work in the now. -- Helen Gration, Founder, Yorkshire Montessori NurseryWhat an excellent and informative book Debbie Garvey has produced. It will be a constant source of reference and inspiration for both those new to management and those with a little more experience in the role. This book provides wonderful CPD for the reader and offers them a thorough approach to supporting staff in the continuing development of their skill base whilst strengthening their own abilities. I totally agree with her reasoning that whilst we respect, support and celebrate the individualism of our children our staff are sometimes sadly overlooked. Debbie's inclusion of the Reflective Practice pieces and scenarios really do help the reader to formulate appropriate plans for best practice with which to support our much valued workforce, central to any good nursery. All chapters are set out in a logical and easy to read format and through its application I believe management will have the skills to support staff so they can become the highly skilled and passionate carers they really want to be. There are many excellent topics raised in the book but I was pleased to note the reference to staff stress within the workplace and the inclusion of well-being and mindfulness as a means of easing their load and promoting the importance of the caring employer. -- Helen Connelly, Area Manager & Montessori Teacher, Yorkshire Montessori NurseryI was delighted when asked to review Debbie Garvey's book, particularly since I had been invited to write the introduction to her first book - Leadership for Quality in Early Years and Playwork. This latest book is a fascinating guide for setting leaders and challenges them to reflect, sometimes deeply, on their approach to performance management. It takes readers on a journey of discovery, exploring the 'hows' and 'whys' of performance management. It starts with an account of the neuroscience of behaviour and leads to a very useful selection of tools and techniques for leaders to use. Debbie's style is fascinating. Despite her claims not to be an academic, the work is well supported by research. What makes it so readable, however, are the very personal anecdotes which give us, as readers, the chance to engage in her world - a world which is well informed, insightful and illustrates her own dilemmas and how they are being resolved. I heartily recommend this book to all setting leaders, as well as others who are interested in leadership in the early years sector, or indeed in a fascinating narrative. -- Jonathan Wainwright, Principal Lecturer, Department of Education Childhood and Inclusion, Sheffield Hallam UniversityTable of ContentsList of Tables and Figures. About the Author. Preface. Acknowledgements. Introduction. 1. Brain Development Neuroscience & Staff Development. 2. The Role of Adult Learning in Performance Management. 3. Using Performance Management Techniques. 4. Supporting Staff Development. 5. Using Feedback and Evaluation. 6. Conflict Management. 7. Continuing Personal Development and Lifelong Learning. Endnote: Reflecting on Performance Management. Bibliography. Index.

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Book SynopsisThough children's wellbeing is high on the agenda for policy makers, the welfare of the professionals looking after them is often taken for granted. Sonia Mainstone-Cotton recognises that in order to enhance children's emotional wellbeing, it's vital that early years professionals are stress-free and emotionally well themselves. This is the first guide of its kind, offering succinct and practical guidance, tips and ideas for those working with young children on how to comfortably manage the pressures of their job, improve their work/life balance, and support the wellbeing of their colleagues. Easy to dip in and out of, this guide is an essential item for any early years staff room.Trade ReviewAmongst the many merits of this hugely relevant text, the advice and suggestions are supremely practical and achievable ... to ensure that you remain at your very best, healthy and well prepared to work with children in the early years. -- Fred Lacey, Clinical psychotherapist and supervisor, Education and nurture consultantEssential reading for anyone working with children, from the baby room to secondary school, from new starter to experienced manager or head teacher. -- Kathy Brodie, Author, consultant and host of the Early Years SummitThis is an excellent companion to Sonia's previous book Promoting Young Children's Emotional Health and Wellbeing ... an honest, compassionate book with clear, helpful ideas. -- Ruth Ferguson, Specialist Senior Educational Psychologist, Brighter Futures CICTable of ContentsIntroduction. 1. Physical Wellbeing. 2. Emotional Wellbeing. 3. Mental wellbeing. 4. Spiritual wellbeing. 5. How we support colleagues. 6. Managers. Conclusion

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Book SynopsisThis practical guide demystifies health and safety in early years settings with a step-by-step guide to the law, compliance and practical application. Bringing together health and safety legislation and the welfare requirements within the revised Early Years Foundation Stage 2012, it successfully integrates health and safety within the EYFS. Including information taught on a variety of courses accredited by CACHE and BTEC, references to EYFS and Health and Safety legislation, specific guidance for childminders and audit tools for evaluation, it can be referred to as needs arise or used as an aid to inspection. This book is for all staff working within the Early Years Foundation Stage (EYFS) or environmental health. It will be useful for auditing, improving standards and preparing for inspection and it offers a clear outline of responsibilities within the legislative framework. It could also be used for in-house training or workshops.

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Book SynopsisWe are all at our most effective when we can be ourselves at work, but more than half of LGBT teachers hide their sexual identity within their school workplace. For LGBT teachers, vigilance, concealment and assimilation, take a great deal of energy, on top of what is already a very demanding job. This book is essential reading for any LGBT teacher aspiring to succeed as their authentic self. It will also be of interest to Headteachers and other education leaders seeking to make their schools safe and inclusive workplaces for their LGBT staff and LGBT families. Based around the inspirational work of the Courageous Leaders programme, this book turns on its head the notion that it can be difficult to be a leader in school and be LGBT. Through personal testimonies, advice and a rousing call to arms, this book shows how LGBT School Leaders are often amongst the most inclusive, creative, adaptable and intuitive colleagues, when they are able to flourish and be their authentic selves.

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Book SynopsisWhy are so many teachers leaving the profession increasingly early in their careers? What harm is being done to pupils' educational prospects by persistent teacher shortages? Why are teachers held uniquely responsible for the effects of poverty on children’s progress and attainment? What are the unintended consequences of rushed government education policy-making? And what can be done about all of the above?Supported by the latest international and national evidence, Support Not Surveillance seeks to address these important questions. Laying bare how the inadequacy of Westminster policies is compounded by an unfair Ofsted inspection regime, Dr Mary Bousted draws on her years of expertise and access to decision-makers to expose the gap between ministerial rhetoric and the daily reality encountered by teachers in their classrooms across England.Ending on a set of proposals to move beyond the seemingly perennial crisis in teacher recruitment and retention, Support Not Surveillance is an unflinching call to end the failed experiment of government interventionism in classrooms.

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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 SynopsisWelcome to East Hudson, an elite private school in New York where the students are attentive, the colleagues are supportive, and the tuition would make the average person choke on its string of zeroes. You might think a teacher here would have little in common with most other teachers in America, but as this veteran educator-writing anonymously-shows in this refreshingly honest account, all teachers are bound by a common thread. Stripped of most economic obstacles and freed up by anonymity, he is able to tell a deeper story about the universal conditions, anxieties, foibles, generosities, hopes, and complaints that comprise every teacher's life. The results are sometimes funny, sometimes scandalous, but always recognizable to anyone who has ever walked into a classroom, closed the door, and started their day. This is not a how-to manual. Rather, the author explores the dimensions of teaching that no one else has, those private thoughts few would dare put into a book but that form an im

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Book SynopsisChildress draws on his own firsthand experience and that of other adjuncts in a critical analysis of contingent academic labor in American higher education.

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Book SynopsisAlmost fifty years after Brown v Board of Education, research shows that minority students continue to receive an unequal education. At the heart of this inequality is a complex and often conflicted relationship between teachers and civil rights activists. This title traces the tensions between the two groups in New York City over the years.Trade Review"Uncivil Rights makes a major contribution to our understanding of the often fraught relationship between (mostly white) teachers and (mostly non-white) students in the nation's largest school system. Skillfully framed around changing conceptions of teachers' and students' 'rights' in public schools, this book explains - better than any other - how teachers in New York City first won and then lost recognition of their status as 'professionals' in the classrooms and communities where they work." (Adam Nelson, University of Wisconsin-Madison)"

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Book SynopsisThis comprehensive book focuses squarely on academic portfolios, which may prove to be the most innovative and promising faculty evaluation and development technique in years. The authors identify key issues, red flag warnings, and benchmarks for success, describing the what, why, and how of developing academic portfolios. The book includes an extensively tested step-by-step approach to creating portfolios and lists 21 possible portfolio items covering teaching, research/scholarship, and service from which faculty can choose the ones most relevant to them. The thrust of this book is unique: It provides time-tested strategies and proven advice for getting started with portfolios. It includes a research-based rubric grounded in input from 200 faculty members and department chairs from across disciplines and institutions. It examines specific guiding questions to consider when preparing every subsection of the portfolio. It presents 18 portfolioTrade Review“If you plan to read only one book about portfolios, buy this one. Peter Seldin is the author or coauthor of over 16 books about faculty development and evaluation. His most recent books explored the use of portfolios in evaluating teaching or administrative performance. This one is dedicated to the use of the same tool in documenting all three components of a faculty work life, and is addressed both to the preparer and to evaluator of an academic portfolio. …Even the most faithful of Seldin’s readers will find new and updated content among many familiar themes, as well as a change of focus from the evaluator to the preparer of an academic portfolio. The anecdote at the end of Chapter 6 is telling about the authors’ opinion: the time to begin preparing an academic portfolio is now. Start by reading this book to find out why and how!” —The National Teaching and Learning Forum Table of ContentsPreface ix Acknowledgments xiii About the Authors xv About the Contributors xix 1 The Academic Portfolio Concept 1 2 Choosing Items for the Academic Portfolio 11 3 Preparing the Portfolio 31 4 Suggestions for Improving the Portfolio 41 5 Evaluating the Portfolio for Personnel Decisions 45 6 Answers to Common Questions 51 7 Sample Portfolios from Across Disciplines 59Biomedical Engineering 61Timothy M. Wick Bioscience and Biotechnology 79Shivanthi Anandan Child and Family Studies 93Lynda Henley Walters Education 111Robert M. Maninger Education 123Clement A. Seldin English 139John Zubizarreta Environmental Engineering 153Charles N. Haas Foreign Languages and Literature 167Sheri Spaine Long Geology and Environmental Science 181Ranjan S. Muttiah Jazz and Contemporary Music 197Reginald Workman Mathematical Sciences 215Lisa A. Oberbroeckling Nutritional Sciences 229Gina Jarman Hill Pastoral Counseling 247Kelly Murray Pediatric Emergency Medicine 259Annalise Sorrentino Political Science 277Carrie Liu Currier Political Science 295Marlene K. Sokolon Product Design 311Robert Kirkbride Psychology 329Pamela A. Geller References 349 Index 351

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Book SynopsisLeading for Instructional Improvement Educational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. Leading for Instructional Improvement captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting Table of ContentsForeword ix Acknowledgments xiii Introduction xvii The Authors xxvii About the Center for Educational Leadership xxix Part One Making the Case for Instructional Expertise 1 One The Leader’s Role in Developing Teacher Expertise 3 It Takes Expertise to Make Expertise 5 Building Shared Understanding 16 Conclusion 19 Discussion Questions 20 Part Two Developing an Expert Instructional Eye 21 Two The Five Dimensions of Teaching and Learning 23 Purpose 26 Student Engagement 29 Curriculum and Pedagogy 34 Assessment for Student Learning 37 Classroom Environment and Culture 41 Conclusion 46 Discussion Questions 46 Three Applying the Five Dimensions of Teaching and Learning 47 Analysis 52 Conclusion 84 Discussion Questions 84 Part Three Leading for Instructional Improvement 85 Four Observing Classroom Practice 87 Leadership Begins with Purpose 87 The Learning Walkthrough 89 The Goal-Setting and Implementation Walkthrough 106 The Supervisory Walkthrough 114 Conclusion 121 Discussion Question 122 Five Responding to Observations 123 Observations, Interpretations, and Feedback 125 Classroom Observations and Honest Conversations 129 The Development of Shared Vision: A District Case 134 Organizing Thinking: A Middle School Case 142 Conclusion 146 Discussion Questions 147 Six Orchestrating Professional Learning 149 Leaders as Conductors 151 Orchestrating Professional Learning 173 Conclusion 186 Discussion Questions 187 Seven Coaching to Improve Practice 189 What is Coaching? 190 Why Does Coaching Matter? 191 Modes of Coaching 192 Peer Coaching and Mentoring 193 Cognitive Coaching 194 Instructional Coaching and Content Coaching 197 Expertise in Content Coaching 199 Research-Decide-Coach 205 Conclusion 217 Discussion Questions 217 Part Four Embracing New Opportunities for Leading and Learning 219 Eight The Leader’s Role in Improving Teacher Practice 221 Reciprocal Accountability 221 Leading with an Inquiry Stance 230 Conclusion 240 Discussion Questions 240 Nine A New Vision for Improving Learning for All 241 Discussion Questions 246 Appendix A: 5D Framework 247 Appendix B: Types of Classroom Observations 253 References 257 Index 263

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Book SynopsisA practical book, which shows that P and T is not just about research, teaching, and service but also about human relations and political good sense. It includes topics such as: making the transformation from student and protege to teacher and mentor; seeking out and holding onto lifelong allies; and, how to manage your online reputation.Trade ReviewThis will be an indispensable guidebook for all sorts of young academics—from graduate students bent on high-powered research careers to newly hired professors at liberal arts colleges. Whether it’s about safeguarding your internet profile, dealing with irascible colleagues, or building your tenure case, Perlmutter has great suggestions for managing the fine points of a successful academic career. -- James Lang, author of Life on the Tenure Track: Lessons from the First YearThis invaluable book asks all the important questions for people starting out on an academic career, and gives thoughtful guidance for arriving at practical, effective answers. I’m buying one for every graduate student and young faculty member I care about. -- C. K. Gunsalus, author of The College Administrator’s Survival GuideThis is a great decoder of a book. David Perlmutter explains what’s meant by those mysterious glances, those strange academic terms, the intricacies of teaching and publishing that can baffle and terrify newbies (and even the most seasoned academics). He helps you recognize what’s typical, what’s terrific, and what’s toxic, with understanding and sense of humor—and great stories from the trenches. -- Emily Toth, author of Ms. Mentor’s New and Ever More Impeccable Advice for Women and Men in Academia

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Book SynopsisA technocratic view of teachers as credentialed specialists has led to a growing reliance on migrant teachers, as federal mandates require K-12 schools to employ qualified teachers or risk funding cuts. Lora Bartlett investigates the result: transient teaching professionals with little opportunity to connect meaningfully with their students.Trade ReviewMigrant Teachers highlights a largely invisible phenomenon in American schools--the hiring of teachers from other countries, and the concentration of those teachers in high poverty schools and districts. Lora Bartlett places teacher labor markets in global context, opening a new line of research on teachers' work and careers, and compelling us to consider what it means to be a teacher at this time and place. -- Judith Warren Little, University of California, BerkeleyThis important study persuasively describes the motivations for teacher migration and the insecurity of their tenure in America, and reveals, for the first time, how dependent some urban schools have become on overseas-trained teachers. -- Rhacel Salazar Parreñas, author of Children of Global Migration: Transnational Families and Gendered WoesA powerful exploration of a significant and neglected issue in American education. Migrant Teachers is a very original book. -- John Skrentny, author of After Civil Rights: Racial Realism in the New American Workplace

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Book SynopsisA key organizing tool for casualized higher education faculty from longtime movement activistsTrade Review'A masterful look at the challenges involved with organizing workers in higher education. Berry and Worthen provide excellent recommendations regarding vision and strategy, making the book valuable beyond the field of higher education' -- Bill Fletcher, Jr., author of 'They're Bankrupting Us: And Twenty Other Myths about Unions''Academic precarity screws over teachers by stealing our access to memories of how precarious workers have risen up to win better conditions in the past. Who fought for something better? How did they define what 'better' meant? What strategy and tactics did they use to make progress? 'Power Despite Precarity' is an essential primer on these questions and more' -- Alyssa Picard, Director, American Federation of Teachers' higher education division'Empowers us to fight for the higher education and unions we believe in, uniting theory and practice to chart an inspiring path toward labor and education justice' -- Mia L. McIver, Ph.D., Lecturer, UCLA, President, University Council-American Federation of Teachers'Written from both an organizer's and historian's perspective, 'Power Despite Precarity' is essential reading for anyone working in higher education who wants to make a better world and wonders what it takes. Berry and Worthen provide a handbook on how the growing number of contingent faculty can unite in common cause. While it is about education, many of the lessons dealing with internal problems inside unions are not issues confined to the education sector (alas) and I especially enjoyed those parts' -- Elaine Bernard, Fellow of the Labor & Worklife Program, Harvard Law School'Essential for anyone concerned about higher education. It is impossible to separate the working conditions of faculty from the learning conditions of students, and Berry and Worthen explain how it is possible to transform both for the better of all' -- Maria Maisto, President of New Faculty Majority, Maryland'Power Despite Precarity’ is not just a solid guide to best practices in day-to-day trade union work within higher education. It’s also a rousing call for the contingent faculty movement to embrace grassroots, rather than top-down, organizing and break out of the narrow confines of collective bargaining’ -- Steve Early, national staff member of the Communications Workers of America (retired) and author of 'The Civil Wars in U.S. Labor: Birth of a New Workers’ Movement or Death Throes of the Old?''A nuanced guide for organizing which develops a historically informed analysis of the current state and likely direction of higher education today' -- Jack Metzgar, author of 'Striking Steel'‘A roadmap to thinking and acting like organizers’ -- Fred Glass, ‘Jacobin’‘A rousing call for the contingent faculty movement to embrace grassroots, rather than top-down, organizing and break out of the narrow confines of collective bargaining’ -- ‘LA Progressive’‘Berry and Worthen, who combined have decades of teaching and academic organizing experience, offer the reader an extended, classroom-level case study of how educators in the California State University system organized and built power’ -- Jonathan Rosenblum, ‘Truthout’‘I enjoyed Power Despite Precarity and certainly recognized many issues from the vantage point of my twelve years as a TA and then a contingent college teacher. The book is a blueprint and battle cry for academic fruit pickers everywhere’ -- Harvey Schwartz, author of Labor under Siege and Solidarity StoriesTable of ContentsPhotographs Series Preface Acknowledgements Abbreviations and Acronyms Introduction PART I - THE CASE OF THE LECTURERS IN THE CSU SYSTEM 1. Student Strikes and Union Battles 2. Layoffs and Hard Years for Organizing 3. Revolution in the Union 4. “They have nothing to teach us” PART II - HIGHER ED WAS NEVER A LEVEL TERRAIN OF STRUGGLE 5. Four Transitions and How Casualization Served Managers PART III - WHAT WE WANT AND WHAT THE CFA GOT 6. Blue Sky #1 Organizing and Economics 7. Blue Sky #2 Job Security, Academic Freedom and the Common Good 8. Beyond the Sausage-making: A Close Look at the CFA-CSU Contract PART IV - THE DIFFICULTY OF THINKING STRATEGICALLY 9. Strategies Emerging From Practice 10. The Contingent Faculty Movement as a Social Movement PART V - SEVEN TROUBLESOME QUESTIONS 11. What Gets People Moving? 12. Who is the Enemy? Who are Our Allies? 13. What is “Professionalism” for Us? 14. How Does It Feel? 15. Is this legal? 16. What About Leftists? 17. How Do We Deal With Union Politics? PART VI - USING THE POWER WE HAVE 18. Hopes and Dangers Essential Terms John Hess: A Life in the Movement Notes Bibliography Index

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Book Synopsis

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Book Synopsis

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Book SynopsisDrawing on research from the fields of neuroscience, faculty development, work productivity, positive psychology, and resilience, The Peak Performing Professor is filled with techniques, strategies, and practical tools for managing the complexities of academic life while maximizing professional potential. This much-needed resource reveals the four skill sets (PACE) that enhance peak performance and shows faculty step-by-step how to: Power their work and lives with purpose and meaning. Align all of their activities with that purpose. Connect with mutually helpful colleagues and intimates. Energize themselves to thrive in this interesting and engaging career. To help develop these essential skills, the book contains exercises that can help faculty hone their abilities to anchor their work, roles, and use of time in their most deeply held values; to integrate their personal and professional lives into a seamless whole; to experienceTable of ContentsAbout the Author vii Acknowledgments ix Dedication x Introduction xi 1 Practices of Peak Performing Professors 1 PART 1 POWER YOUR WORK AND YOUR LIFE WITH PURPOSE 19 2 Your Ideal Life 21 3 Your Purpose 31 4 Your Mission 41 5 Your Vision and Goals 51 6 The Dream Book 65 PART 2 ALIGN YOUR LIFE WITH YOUR POWER 73 7 Establish Priorities 77 8 Align Projects with Priorities 83 9 Organize Projects 91 10 Align Resources 107 11 Align Your Work Habits for Success 123 PART 3 CONNECT WITH MUTUALLY SUPPORTIVE PEOPLE 133 12 Engage Others: Meeting and Greeting 137 13 Collaborate for Mutual Benefit 153 14 Negotiate Mutual Needs: Solve Problems and Manage Conflict 167 PART 4 ENERGIZE YOURSELF FOR A LONG AND HAPPY CAREER AND LIFE 177 15 Wellness 181 16 Well-Being 197 PART 5 PACE YOUR ROLES AND RESPONSIBILITIES 217 17 The Professor 219 18 The Teacher 225 19 The Scholar 243 20 The Servant Leader 255 21 Life Roles 265 Epilogue 275 References 281 Appendix 301 Index 303

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Book SynopsisAn annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Professional development for geographically dispersed faculty Implementing a learning consortium for communication and change Faculty engagement in program-level outcomes assessment What educational developers need to know about faculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Table of ContentsAbout the Authors xiii Preface xxix Acknowledgments xxxv Ethical Guidelines for Educational Developers xxxviiPART ONE Broadening Our Scope 1. Professional Development for GeographicallyDispersed Faculty: Emerging Trends, Organizational Challenges, and Considerations for the Future 3Emily Donnelli-Sallee, Amber Dailey-Hebert, B. Jean Mandernach 2 Implementing a University Learning Consortium for Shared Communication and Proactive Campus Change 21David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton 3 Faculty Engagement in Program-Level OutcomesAssessment: A Learning Process 37Elizabeth L. Evans PART TWO Reaching Out to New Audiences 4 What Educational Developers Need to Know About Faculty-Artists in the Academy 55Natasha Haugnes, Hoag Holmgren, Martin Springborg 5 An Exploration of the Spiritual Roots of the Midcareer Faculty Experience 69Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah 6 The Donors Next Door: Raising Funds from Faculty for Faculty Development Centers 85Genevieve G. Shaker, Megan M. Palmer PART THREE Building Effective Relationships 7 The Gentle Art of Mentoring in Higher Education: Facilitating Success in the Academic World 103Nancy H. Barry 8 Tough-Love Consulting: Using a Provocative Consultation Style to Effect Change 115Allison P. Boye, Suzanne Tapp 9 Researching the Impact of Educational Development: Basis for Informed Practice 129Nancy Van Note Chism, Matthew Holley, Cameron J. Harris PART FOUR Practicing Innovative Teaching and Learning 10 Examining Effective Faculty Practice: Teaching Clarity and Student Engagement 149Allison BrckaLorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole 11 Millennial Students: Insights from Generational Theory and Learning Science 161Michele DiPietro 12 Contemplative Pedagogy: The Special Role of Teaching and Learning Centers 177Daniel Barbezat, Allison Pingree PART FIVE Assessing Student Learning 13 A Comparison of Faculty and Student Perspectives on Course Evaluation Terminology 195Carol Lauer 14 Time to Raise Questions About Student Ratings 213Linda B. Nilson 15 Using Small Group Individual Diagnosis to Improve Online Instruction 229Jennifer H. Herman, Melissa Langridge PART SIX Setting a Context for Promoting Diversity 16. Supporting International Faculty: Perspectives of a Tiger Teacher Who Adapted to the American Classroom, a Colleague, and an Administrator 247Cuiting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert 17 Understanding Intersecting Processes: Complex Ecologies of Diversity, Identity, Teaching, and Learning 261Kristen A. Renn 18 Organizational Strategies for Fostering Faculty Racial Inclusion 277Dannielle Joy Davis, Edward J. Brantmeier, Roben Torosyan, Hyacinth E. Findlay PART SEVEN Integrating Technology into Teaching, Learning, and Faculty Development 19 Please Read While Texting and Driving 295C. Edward Watson, Krista P. Terry, Peter E. Doolittle 20 Tweeting #PODHBCU: Content and Process of the 2011 POD HBCUFDN Conference Twitter Backchannel 311Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle 21 Collaborating with Faculty to Design Active Learning with Flexible Technology 329Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey

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Book SynopsisAn essential guide for today''s over-scheduled teachers Teaching is a tough job, period. With so much pressure and so many competing demands, it can be easy to fall apart, or to get lost in the daily grind. The Together Teacher: Plan Ahead, Get Organized, and Save Time! is a practical resource that shows teachers how to get it together, to be effective and have a life! Author and educator Maia Heyck-Merlin reveals the life-hacks and habits of Together Teachers, from smart time management hacks to sanity-saving tech. The end goal is always strong outcomes for their students. In this book, you''ll discover the concrete steps you can take to achieve greater stability and success in your classroom and in your life. This edition adds sections on efficient lesson planning, grading, and data analysis processes, balance and self-care, juggling teaching with other responsibilities like leading a grade level, managing family communications, and new online resourcesTable of ContentsForeword xiii Introduction 1 Part One: Together Your Time 11 Chapter 1: Create an Ideal Week—And Build in That Self-Care! 13 Components of a Great Together Teacher System Design Your Ideal Week Build Your Own Ideal Week Let’s Toss in Some Self-Care and Stress Management Self-Care and Stress Management Plan Examples Let’s Get Started Chapter 2: A Week’s Worth of Readiness: Create a Weekly Worksheet 31 Setting the Scene A Closer Look: What Is a Weekly Worksheet? Weekly Worksheet Examples Select Your Weekly Worksheet Tool Turbo Togetherness Maintenance Moves Together Tour: Cassidy Cruz 57 Chapter 3: No More Missed Deadlines: Make a Comprehensive Calendar 59 Setting the Scene The Multiple-Calendar Dilemma The Comprehensive Calendar: What Is It? Together Teachers’ Comprehensive Calendars Pick Your Tool: Where Will You Keep Your Comprehensive Calendar? Build Your Own Comprehensive Calendar Keep Your Comprehensive Calendar Moving Turbo Togetherness Maintenance Moves Chapter 4: Corral the Long-Term To-Dos: Create Your Later List 85 Setting the Scene The Later List: What Is It? Together Teacher Later List Examples Assemble the To-Dos: Build Your Later List Select Your Later List Tool Keep That Later List Fed and Happy Carry Your Later List Turbo Togetherness Maintenance Moves Together Tour: Laura Burrow 105 Chapter 5: Never Forget! Get on the Thought Catchers 107 Setting the Scene What Is a Thought Catcher Exactly? Together Teacher Thought Catcher Examples Brainstorm Your Own Thought Catchers Pick Your Thought Catcher Tool Review Your Thought Catchers Regularly Turbo Togetherness Maintenance Moves Chapter 6: Create Routines to Support Togetherness: Meet with Yourself 123 Setting the Scene Build Your Meeting with Myself Checklist Together Teacher Meeting with Myself Example Checklists Logistics of Meeting with Yourself: Your When, Where, and What To Bring When, Where, and What To Bring to Your Meeting with Myself Daily Routines: Making the Most of Opening and Closing the Day Turbo Togetherness Maintenance Moves Part Two: Together Your Space, Stuff, and Students 143 Chapter 7: Tidy and Together Up Your Teacher Workspace 145 Setting the Scene Together Up That Workspace Together Transport: Moving Materials Between Spaces Contain the Instructional Chaos Mean, Materials Finding What You Need When You Need It Carry It With You Turbo Togetherness Maintenance Moves Together Tour: Angela Mu 171 Chapter 8: The Inbox, the Texts, the Messages: Tame the Communications Chaos 173 Setting the Scene Set Up for Success Establish Communications Routines or Stop Checking Constantly! Create Schoolwide Communication Agreements Write To Be Heard, or Stop Sending Open-Ended Emails! Email: Use It, Don’t Abuse It! Turbo Togetherness Maintenance Moves Chapter 9: Papers, Supplies, and Assignments: Support Student Togetherness 203 Setting the Scene Displaying Class Schedules and Syllabi Together Student Tools Created by Schools Together Student Tools Created by Students and Families Support Student Space Set-Up Teaching Students Togetherness Turbo Togetherness Maintenance Moves Part Three: Together Your Teaching 235 Chapter 10: Plan, Plan, and Plan Some More: Make Lesson Planning Efficient! 237 Setting the Scene Together Teachers’ Long-Term Planning Examples What Is the Actual Work of Lesson Planning? Materials Needed for Lesson Planning Determine Day and Time To Plan Where Should I Lesson Plan? Turbo Togetherness Maintenance Moves Together Tour: Eric Nielsen 261 Chapter 11: Grading, Assessing, and More! 263 Setting the Scene Determine What You Are Grading and Why Determine How You Collect Student Work Getting Efficient with the Actual Grading Keeping Up with Student Progress When and Where Are You Grading? When and How Am I Sharing the Data with Students and Families? Turbo Togetherness Maintenance Moves Part Four: Together Your Team 287 Chapter 12: Join ’Em and Lead ’Em: Make the Most of Meetings 289 Setting the Scene Create the Meeting Agenda Staying Together During the Meeting Note-Taking During Meetings Store and Retrieve Your Meeting Notes Turbo Togetherness Maintenance Moves Together Tour: Veronica Urbanik 319 Chapter 13: Events, Projects, and Parties: Project Plan Your Way to Success! 321 Setting the Scene Determine a Successful Outcome Build Out Your Buckets Create a Project Plan Bring on the Team Work the Plan The Big Day—Or Night? Celebration and Closeout Turbo Togetherness Maintenance Moves Conclusion: Why the World Needs Together Teachers 337 Acknowledgments 347 About the Authors 349 Index 351

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Book SynopsisCathy Ann Trower's analysis provides colleges and universities a considerable inside advantage to get on the right track toward a happy, productive workforce.Trade ReviewTrower's data and suggestions are far more comprehensive than any summary of her book can suggest. Get the book and begin supporting a better life for women (and men) on the tenure track. Women In Higher Education A critical resource for administrators and other campus leaders interested in improving conditions for faculty on the tenure track, including women and faculty of color. On Campus with WomenTable of ContentsAcknowledgmentsAuthor's Note1. Introduction2. Study Background and Methodology3. Tenure4. Work-Life Integration5. Support for Research and Teaching6. Culture, Climate, and Collegiality7. Engaging Leaders across the Campus8. The Future of the Tenure TrackAppendixesA. In-Depth Interview GuideB. Master List of Interview Categories for CodingC. University of Iowa College of Liberal Arts and Science Faculty Appointments and ReviewD. University of Kansas General Principles for Developing Evaluation PlansE. Ohio State University Core Dossier Outline (F. University of Iowa Tenure DossierG. University of Illinois at Urbana- Champaign Dual- Career Academic Couples ProgramH. Mentoring at the University of IowaI. Ohio State University Academic Plan Scorecard, Update 2006NotesReferencesIndex

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Book SynopsisDebates over teacher quality are among the most heated exchanges in the education reform arena. But while scholars and policy makers grapple with questions about teacher preparation, compensation, and evaluation, the role of teachers is changing. In schools across the country, educators are experimenting with new models for recruiting, training, and supporting teachers, and are innovating strategies for deploying their talents through differentiated roles and the use of technology. Most of the policy measures currently under consideration, however, are designed with a one-size-fits-all approach.Teacher Quality 2.0 argues that much cutting-edge work in teacher quality is happening in nontraditional environments such as online or hybrid learning, where teacher roles can be very specialized, or in charter schools that are experimenting with new approaches to staffing. The editors examine fruitful innovations taking place on the margins of the traditional education sector that promise to improve teacher quality in a more strategic way. More flexible approaches to teacher quality, the editors caution, require vigilance against backwardlooking policies that “bake in” traditional assumptions about teachers’ roles.The editors of this provocative volume have convened a diverse array of contributors to explore these emerging practices and investigate how current research and policy initiatives may affect the next generation of innovation in teaching.Table of ContentsCONTENTS IntroductIon 1Michael Q. McShane, Frederick M. Hess, and Taryn HochleitnerPART I: FROM TEACHER QUALITY 0.0 TO TEACHER QUALITY 2.0 1 The Hangover: The Unintended Consequences of the Nation’s Teacher Evaluation Binge 19Sara Mead, Andrew Rotherham, and Rachael BrownPART II: ELEMENTS OF A NEW SYSTEM 2 Staffing Design: The Missing Key to Teacher Quality 2.0 45Bryan C. Hassel, Emily Ayscue Hassel, and Sharon Kebschull Barrett 3 HR with a Purpose: Building Talent for Distinct Schools and Networks 69Betheny Gross and Michael DeArmond 4 Closing the Opportunity Gap: Preparing the Next Generation of Effective Teachers 91Billie Gastic 5 Professionalization 2.0: The Case for Plural Professionalization in Education 109Jal Mehta and Steven TelesPART III: When Policy Meets Practice 6 Improving Teacher Quality in Online Schools: More Than a Revolution at the Margins? 135Dennis Beck and Robert Maranto 7 The Role of Collective Bargaining Agreements in the Implementation of Education Reforms: Perils and Possibilities 155Katharine O. Strunk 8 The Future of Value-Added: From Whether to How Matthew DiCarlo 9 Unfinished Lessons? What We Can--and Can't--Learn from Innovations in Teacher Quality in Other Countries 203Jonathan Plucker 10 Into the Looking Glass: Teacher Quality Research over the Next Decade 219Dan GoldhaberConclusion: Making Room for Both Trains and Planes 239Michael Q. McShane and Taryn Hochleitner Notes 253 Acknowledgments 275 About the Editors 277 About the Contributors 279 Index 287

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Book SynopsisThis book examines how to encourage the development of others towards social justice practices. The processes of development include practices such as mentoring, coaching, professional development, and the exploration of alternatives to reculture the work environment and enhance collaborative partnerships. Many groups play a role in the leadership and improvement of social justice opportunities in education, such as students, new teachers, veteran teachers, teacher leaders, new campus leaders, veteran campus leaders, parents, district leaders, non-certified school personnel and board of education members. Their preparation and development are explored in this volume through the people's voices and experiences. Finally, challenges can be recognized in the effort to encourage the development of others, including local and federal policies, new forms of academic delivery, and the preparation of leaders in ever-evolving educational structures. These issues will be fully explored with the aim of informing practitioners and scholars in the field of educational leadership. Table of ContentsTABLE OF CONTENTS Introduction: Educational Leaders Encouraging the Intellectual and Professional Capacity of Others: A Social Justice Agenda, Elizabeth Murakami-Ramalho and Anita Pankake. PART 1: THE FOUNDATION OF SOCIAL JUSTICE: DEVELOPING OTHERS. Building Capacity: The Foundation of Developing Others, Anita Pankake and Jesus (Chuey) Abrego, Jr. A Context for Developing Social Justice for Staff and Students: Communities of Professional Learners, Stephanie A. Hirsh and Shirley M. Hord. Reculturing Organisations, Jane B. Huffman. Philosophical Reflections on Moral Transformative Leadership, JoAnn Franklin Klinker and David Thompson. Leadership for Social Justice: A Matter of Influencing Policy Development, Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes. PART II: BUILDING SOCIAL JUSTICE: INTELLECTUAL AND PROFESSIONAL CAPITAL. Teacher Induction: A Process for Advancing Social Justice, Maria B. Roberts and Anita Pankake. Barriers and Marginalization in Female Teacher Leadership, Shirley J. Mills and Janine Schall. Professional Development to Strengthen Department Chair Instructional Leadership Capacity: Advancing Social Justice in Urban High Schools, Hans W. Klar and Paul V. Bredeson. Lessons from a Principal Preparation Program: Creating Support through Social Justice Practices, Elizabeth Murakami Ramalho, Encarnacion Garza Jr., and Betty Merchant. Voices of Veteran Administrators, Marilyn L. Grady, Marlie Williams, and Julie Gaddie. Critical Differences in Superintendency Seekers, Ava J. Muñoz, Shirley J.Mills, Anita M. Pankake, and Elizabeth Murakami. Advancing Social Justice through Support Personnel, Fernando Valle and Sylvia Mendez-Morse. Charter Schools: Meeting the Democratic Mission of Public Education, Ann Allen and Martyza Gawlik. PART III: MENTORING STRATEGIES FOR BUILDING INTELLECTUAL AND PROFESSIONAL CAPACITY. Service Learning Provides University Students with a Vehicle to Address: Inequities in Urban Education, Diane Profi ta Schiller and Mary Charles. Mentoring Women and Minority Educational Leaders: The Need for Research, Gloria Crisp. Building Bridges and Epistemologies among Practitioners and Researchers in Educational Leadership, Ashley Oleszewski and Elizabeth Murakami-Ramalho. Mentoring as a Social Justice Equalizer in Higher Education for Women, Whitney H. Sherman and Margaret Grogan. Mentoring Relationships in Higher Education: An Important Means of Encouraging the Development of Others, Maria Simmonson and Ava Munoz. Epilogue: “I’m still here, God”. Fenwick W. English.

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Book SynopsisThis book examines how to encourage the development of others towards social justice practices. The processes of development include practices such as mentoring, coaching, professional development, and the exploration of alternatives to reculture the work environment and enhance collaborative partnerships. Many groups play a role in the leadership and improvement of social justice opportunities in education, such as students, new teachers, veteran teachers, teacher leaders, new campus leaders, veteran campus leaders, parents, district leaders, non-certified school personnel and board of education members. Their preparation and development are explored in this volume through the people's voices and experiences. Finally, challenges can be recognized in the effort to encourage the development of others, including local and federal policies, new forms of academic delivery, and the preparation of leaders in ever-evolving educational structures. These issues will be fully explored with the aim of informing practitioners and scholars in the field of educational leadership. Table of ContentsTABLE OF CONTENTS Introduction: Educational Leaders Encouraging the Intellectual and Professional Capacity of Others: A Social Justice Agenda, Elizabeth Murakami-Ramalho and Anita Pankake. PART 1: THE FOUNDATION OF SOCIAL JUSTICE: DEVELOPING OTHERS. Building Capacity: The Foundation of Developing Others, Anita Pankake and Jesus (Chuey) Abrego, Jr. A Context for Developing Social Justice for Staff and Students: Communities of Professional Learners, Stephanie A. Hirsh and Shirley M. Hord. Reculturing Organisations, Jane B. Huffman. Philosophical Reflections on Moral Transformative Leadership, JoAnn Franklin Klinker and David Thompson. Leadership for Social Justice: A Matter of Influencing Policy Development, Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes. PART II: BUILDING SOCIAL JUSTICE: INTELLECTUAL AND PROFESSIONAL CAPITAL. Teacher Induction: A Process for Advancing Social Justice, Maria B. Roberts and Anita Pankake. Barriers and Marginalization in Female Teacher Leadership, Shirley J. Mills and Janine Schall. Professional Development to Strengthen Department Chair Instructional Leadership Capacity: Advancing Social Justice in Urban High Schools, Hans W. Klar and Paul V. Bredeson. Lessons from a Principal Preparation Program: Creating Support through Social Justice Practices, Elizabeth Murakami Ramalho, Encarnacion Garza Jr., and Betty Merchant. Voices of Veteran Administrators, Marilyn L. Grady, Marlie Williams, and Julie Gaddie. Critical Differences in Superintendency Seekers, Ava J. Muñoz, Shirley J.Mills, Anita M. Pankake, and Elizabeth Murakami. Advancing Social Justice through Support Personnel, Fernando Valle and Sylvia Mendez-Morse. Charter Schools: Meeting the Democratic Mission of Public Education, Ann Allen and Martyza Gawlik. PART III: MENTORING STRATEGIES FOR BUILDING INTELLECTUAL AND PROFESSIONAL CAPACITY. Service Learning Provides University Students with a Vehicle to Address: Inequities in Urban Education, Diane Profi ta Schiller and Mary Charles. Mentoring Women and Minority Educational Leaders: The Need for Research, Gloria Crisp. Building Bridges and Epistemologies among Practitioners and Researchers in Educational Leadership, Ashley Oleszewski and Elizabeth Murakami-Ramalho. Mentoring as a Social Justice Equalizer in Higher Education for Women, Whitney H. Sherman and Margaret Grogan. Mentoring Relationships in Higher Education: An Important Means of Encouraging the Development of Others, Maria Simmonson and Ava Munoz. Epilogue: “I’m still here, God”. Fenwick W. English.

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Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.

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Book SynopsisThis volume begins by locating critical inquiry within the epistemological and methodological history of second language study. Subsequent chapters portray researcher-participant exploration of identity and agency while challenging inequitable policies and practices. Research on internationalisation, Englishisation, and/or transborder migration address language policies and knowledge production at universities in Hong Kong, Standard English and Singlish controversies in Singapore, media portrayals of the English as an Official Language movement in South Korea, transnational advocacy in Japan, and Nicaraguan/Costa Rican South to South migration. Transnational locations of identity and agency are fore-fronted in narrative descriptions of Korean heritage language learners, a discursive journey from East Timor to Hawaii, and a reclaimed life history by a Chinese peasant woman. Labour union and GLBT legal work illustrate discourses that can hinder or facilitate agency and change. Hawaiian educators advocate for indigenous self-determination through revealing the political and social meanings of research. California educators describe struggles at the front-lines of resistance to policies and practices harmful to marginalised children. A Participatory Action Research (PAR) project portrays how Latina youth in the U.S. “resist wounding inscriptions” of the intersecting emotional and physical violence of homes, communities, and anti-immigrant policies and attitudes. Promoting agency through drawing on diversity resources is modelled in a bilingual undergraduate PAR project. The volume as a whole provides a model for critical research that explores the multifaceted and evolving nature of language identities while placing those traditionally known as participants at the centre of agency and advocacy.

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Book SynopsisThis particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policy makers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy. We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilises strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.

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Book SynopsisThis particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policy makers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy. We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilises strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.

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Book SynopsisThis edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own.Additionally, this edited collection will fill a great gap in the field’s knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization.The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators.

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Book SynopsisThis edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own.Additionally, this edited collection will fill a great gap in the field’s knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization.The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators.

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Book SynopsisThe seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support. Discussion of such are threaded throughout this book. Mentoring has been a practice of leadership since Greek times, and research has documented the advantages of mentoring. Aligned with the authors espoused mentoring perspectives in this book, is the coined concept of “synergistic mentoring” Accordingly, “Synergistic mentoring is defined as a mentor and mentee working together collaboratively to (a) generate a greater good for both, (b) integrate diverse perspectives into the context, and (c) construct together an otherwise unattainable goal attempted independently.The authors of this book seek to enlighten, dynamic and critical discussions by and about women of color in the academy. Conceivably the most intriguing part of each chapter is the methodological approaches used to address race, gender, and social justice in the academy. Qualitative methods dominate the chapters with effective use of personal narratives and the lived experiences of the participants. The voices of those often ignored or forgotten are examined building on the legacy of women of color in the academy who paved the way for this generation and future scholars of color. Moreover, the chapters presented herein challenge assumptions, perspectives and beliefs about the significance of women of color scholars in the academy. They are provocative and provide direction for future research that advance knowledge and understanding for a better society based on social justice, equity and equal opportunity. They also give voice to both the shared diverse and common experiences of this group of women scholars of color and provide useful guidance and new perspectives on transforming the world’s academics into more inclusive and equitable environments around the globe (Thomas & Hollenshead, 2001). Ultimately, outcomes from these collections of scholarly discourse, may have important implications for effective policy and program practice that raise important questions about institutional commitments that advocate for the advancement of women of color in the academy.

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Book SynopsisThe seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support. Discussion of such are threaded throughout this book. Mentoring has been a practice of leadership since Greek times, and research has documented the advantages of mentoring. Aligned with the authors espoused mentoring perspectives in this book, is the coined concept of “synergistic mentoring” Accordingly, “Synergistic mentoring is defined as a mentor and mentee working together collaboratively to (a) generate a greater good for both, (b) integrate diverse perspectives into the context, and (c) construct together an otherwise unattainable goal attempted independently.The authors of this book seek to enlighten, dynamic and critical discussions by and about women of color in the academy. Conceivably the most intriguing part of each chapter is the methodological approaches used to address race, gender, and social justice in the academy. Qualitative methods dominate the chapters with effective use of personal narratives and the lived experiences of the participants. The voices of those often ignored or forgotten are examined building on the legacy of women of color in the academy who paved the way for this generation and future scholars of color. Moreover, the chapters presented herein challenge assumptions, perspectives and beliefs about the significance of women of color scholars in the academy. They are provocative and provide direction for future research that advance knowledge and understanding for a better society based on social justice, equity and equal opportunity. They also give voice to both the shared diverse and common experiences of this group of women scholars of color and provide useful guidance and new perspectives on transforming the world’s academics into more inclusive and equitable environments around the globe (Thomas & Hollenshead, 2001). Ultimately, outcomes from these collections of scholarly discourse, may have important implications for effective policy and program practice that raise important questions about institutional commitments that advocate for the advancement of women of color in the academy.

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Book SynopsisNormalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts, USA in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period.Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped.This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.

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Book SynopsisNormalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts, USA in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period.Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped.This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.

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Book SynopsisThe field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators.The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

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Book SynopsisThe field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators.The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

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Book SynopsisThe chapters in the book present in-depth examination of novice teachers’ experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.Table of Contents Preface. Situating Teacher Induction in the Urban Teaching Context: A Journey Through New Terrain as Novice Teachers’ Share Stories of Finding Their Way, Denise McDonald, Cheryl J. Craig, and Gayle Curtis. Walking With Fish, Swimming With Cats: Novice Teachers and Equity, Michele Kahn. “I Feel Like Edith Piaf”: A Novice Teacher’s Expression of Sorrow and Hope, Denise M. McDonald. Jekyll and Hyde: One Teacher—Two Schools, Jean Kiekel. Career Changers’ Experiences as Neophyte Middle School ESL Teachers, Kent Divoll, Leslie Gauna, and Angelica Ribeiro. Experiences From the Field: Voices of Novice Special Education Teachers During Their Induction Years, Bernardo Pohl. Becoming an Art Teacher: Prismatic Experiences of Three Beginning Visual Art Teachers, Carrie Markello. The Gordian Knot of Teacher Induction: When Context Trumps Teacher Preparation and the Desire to Teach, Cheryl J. Craig, Paige Evans, Jing Li, and Donna Stokes. Supporting New English Language Arts Teachers as Nascent Professionals: What Enables and Impedes Their Instructional Designs and Their Intentions to Help Secondary Students Succeed With the Curriculum and Required Assessments, Laura Turchi and Kristen Nance. Care as an Approach for Supporting Induction Years Secondary Mathematics Teachers, Jacqueline Sack and Judith Quander. Integrating Technology in the Classroom: Is It Happening? Xiao Han. When Qualifications are Not Enough: A Latina Spanish Bilingual Teacher’s Decision to Leave, Christine Beaudry and Leslie Gauna. Book Summary: A Big Picture View of Teacher Induction Experiences Across the Disciplines Helping Policy Makers See the Forest Through the Trees, Denise McDonald, Cheryl Craig and Gayle Curtis.

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