Readerware Book Catalog

Writing Meaningful Teacher Evaluations - Right Now!!

Writing Meaningful Teacher Evaluations - Right Now!!
Author: Barker, Cornelius L. L. Searchwell, Claudette J. Searchwell, Claudette J. Barker, Cornelius Chockalingam.

ISBN: 0-8039-6733-0
LCCN: 98009080
Dewey: 371.14/4 21
Number:

Category: Academic Administration
User Rating:
Pages: 80

Textbook Paperback SAGE Publications

From the Publisher Make every minute count when you're doing teacher evaluations. Simplify one of your most time-consuming but important tasks as school leader. Barker and Searchwell offer you everything you need to evaluate and document your teachers': Proficiency with curriculum Promotion of student achievement Preparation and readiness for instructing Instructional performance Classroom climate/interaction This guide is your key to producing fast, focused, and informative evaluations for your staff. Use the evaluation organizer to help you turn your observations into meaningful evaluation and assessment of your teachers' performance. Convey what you observe without agonizing over adjectives. Applaud your teachers' exemplary performance and give them information they can use to focus their own professional development needs. Includes a list of "suggested pats on the back," a cross-reference of key terms, and a supplementary vocabulary list. Includes book only. See ISBN: 0-7619-7601-9 to purchase the paperback book and interactive CD-ROM for $49.95. Synopsis Make every minute count when you're doing teacher evaluations. Simplify one of your most time-consuming but important tasks as school leader. Barker and Searchwell offer you everything you need to evaluate and document your teachers': Proficiency with curriculum Promotion of student achievement Preparation and readiness for instructing Instructional performance Classroom climate/interaction This guide is your key to producing fast, focused, and informative evaluations for your staff. Use the evaluation organizer to help you turn your observations into meaningful evaluation and assessment of your teachers' performance. Convey what you observe without agonizing over adjectives. Applaud your teachers' exemplary performance and give them information they can use to focus their own professional development needs. Includes a list of "suggested pats on the back," a cross-reference of key terms, and a supplementary vocabulary list. Includes book only. See ISBN: 0-7619-7601-9 to purchase the paperback book and interactive CD-ROM for $49.95. Biography Cornelius L. Barker is a much sought-after lecturer for school and community groups on the subject of current cognitive and behavioral trends exhibited by today's youth. His career in education has spanned more than 25 years in the capacity of classroom teacher and administrator on both the elementary and secondary levels. He is currently serving as a building administrator in a large secondary school. Claudette J. Searchwell is a member of the adjunct staff at Kean University, Union, New Jersey, serving as a clinical supervisor of Pre-professional student teachers and professional senior interns. She is also a retired elementary school principal who enjoyed a 34-year career in the public schools. Her service in the field of education included posts as classroom teacher, assistant director of a federally funded basic skills program, coordinator of citywide after-school and summer programs, assistant principal, and principal.

Words, Words, Words

Words, Words, Words
Author: Allen, Janet

ISBN: 1-57110-085-7
LCCN: 98053589
Dewey: 428.1/07 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 156

Textbook Paperback Stenhouse Publishers

From the Publisher Do you spend hours creating word lists and weekly vocabulary tests only to find that your students have "forgotten" the words by the following week? Janet Allen and her students were frustrated with the same problem. Words, Words, Words describes the research that changed the way she and many other teachers teach vocabulary. It offers educators practical, research-based solutions for helping students fall into new language, learn new words, and begin to use those words in their speaking and writing lives. This book offers teachers detailed strategy lessons in the following areas: activating and building background word knowledge; making word learning meaningful and lasting; building concept knowledge; using word and structural analysis to create meaning; using context as a text support; making reading the heart of vocabulary instruction. Words, Words, Words provides educators with a strong research base, detailed classroom-based lessons, and graphic organizers to support the strategy lessons. At a time when teachers are struggling to meet content standards in reading across the curriculum, this book offers some practical solutions for meeting those standards in ways that are meaningful and lasting. Education Book Review ...Words, Words, Words does provide a range of strategies, solidly backed by research, for offering students of any age a rich learning experience that will enhance their vocabulary and may even help them enjoy playing with words and language. Any teacher who is interested in exploring new ways of teaching new words should read this book. Teaching K-8 Words, Words, Words...Teaching Vocabulary in Grades 4-12 is a terrific resource to have available in your classroom. Author Janet Allen uses a conversational tone and puts vocabulary research into perspective when she talks about our own research as teachers and the research of "noted authorities." Once Ms. Allen sets the scene for her comments, she goes on to take what we've learned from research and translates it into practice. There are a lot of nice tips and strategies in this book, including Professional References and Literature References. Best of all, it has the "ring of the true practitioner's voice." Synopsis Do you spend hours creating word lists and weekly vocabulary tests only to find that your students have "forgotten" the words by the following week? Janet Allen and her students were frustrated with the same problem. Words, Words, Words describes the research that changed the way she and many other teachers teach vocabulary. It offers educators practical, research-based solutions for helping students fall into new language, learn new words, and begin to use those words in their speaking and writing lives. This book offers teachers detailed strategy lessons in the following areas: activating and building background word knowledge; making word learning meaningful and lasting; building concept knowledge; using word and structural analysis to create meaning; using context as a text support; making reading the heart of vocabulary instruction. Words, Words, Words provides educators with a strong research base, detailed classroom-based lessons, and graphic organizers to support the strategy lessons. At a time when teachers are struggling to meet content standards in reading across the curriculum, this book offers some practical solutions for meeting those standards in ways that are meaningful and lasting. Education Book Review ...Words, Words, Words does provide a range of strategies, solidly backed by research, for offering students of any age a rich learning experience that will enhance their vocabulary and may even help them enjoy playing with words and language. Any teacher who is interested in exploring new ways of teaching new words should read this book.

Words Their Way

Words Their Way
Author: Bear, Donald R. Invernizzi Templeton, Shane Johnston, Francine

ISBN: 0-13-111338-0
LCCN: 2002040995
Dewey: 372.46/2 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 464

Textbook Other Format Prentice Hall

From the Publisher

This book would be very useful for both university reading courses and classroom teachers. I use Words Their Way both in my first grade classroom and with college students as a way to implement word study.

Kristi McNeal, CSU Fresno

Words Their Way’s developmentally-driven, hands-on instructional approach has been a phenomenon in word study, providing a practical way to study words with students. The keys to this research-based approach are to know your students’ literacy progress, organize for instruction, and implement word study. This streamlined text and the DVD and CD-ROM that accompany it gives you all the tools you need to carry out word study instruction that will motivate and engage your students, and help them to succeed in literacy learning. Ordered in a developmental format, Words Their Way complements the use of any existing phonics, spelling, and vocabulary curricula.

Knowing Your Students Streamlined Chapter 2 provides step by step guidelines for assessing students. NEW! Words Their Way Word Study Resources CD: Assessment Planning and Additional Interactive Word Sorts contains computerized assessments to gauge students’ developmental levels. Word Study with English Learner sections in each chapter help you organize and adapt instruction to meet the needs of students whose first language is not English.

Organizing for Instruction NEW! Words Their Way DVD Tutorial: Planning for Word Study in K-8 Classrooms reinforces and illustrates classroom organization and management, as outlined in Chapter 3. Word Study Routines and Management sections in every chapter give you practical guidance on managing and implementing word study in your classroom. NEW! Tech Notes throughout chapters pinpoint opportunities for you to use the DVD and CD-ROM to prepare for instruction.

Implementing Word Study Classroom-proven, research-driven activities end each developmental chapter, giving you the instructional practices to get your word study instruction up and running immediately. NEW! Words Their Way Word Study Resources CD: Assessment Planning and Additional Interactive Word Sorts provides more than just assessments. You’ll also find hundreds of additional word and picture sorts, games and templates, and an interactive Create Your Own section. The Appendix at the back of the book contains a comprehensive bank of word lists, word sorts, picture sorts, games and templates.

The theory behind and practice for word sorts allows even the novice teacher to understand how to use the assessments to organize instruction. The organization of the last five chapters creates a useful resource for teachers. Each begins with a research-based description and moves into sound instructional practices, giving the teacher a complete understanding of how to meet the needs of students.

Cathy Blanchfield, CSU Fresno

Meet the Authors Donald Bear is Director of the E.L. Cord Foundation Center for Learning and Literacy at the University of Nevada, Reno, assessing and teaching students who experience difficulties learning to read and write. A former preschool and elementary teacher, Donald currently researches literacy development with a special interest in students who speak languages other than English, and he partners with schools and districts to consider assessment and literacy instruction. Marcia Invernizzi is Director of the McGuffey Reading Center at the University of Virginia exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia works with children experiencing difficulties learning to read and write in intervention programs such as Virginia’s Early Intervention Readi

Word Journeys

Word Journeys
Author: Ganske, Kathy

ISBN: 1-57230-559-2
LCCN: 00035374
Dewey: 372.63/2 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 340

Textbook Paperback Guilford Publications, Inc.

From the Publisher This book presents a highly practical approach to assessing children's spelling and word knowledge abilities and offering effective, appropriate instruction. Included is the Developmental Spelling Analysis (DSA), a dictated word inventory that enables teachers to quickly and easily evaluate students' stages of spelling development and their knowledge of important orthographic features. Detailed guidelines are set forth for engaging students in hands-on word study that is tailored to their specific strengths and weaknesses. Validated and field-tested, the instructional techniques described here reflect the author's many years of classroom experience. Particularly useful features of the book include narrative "snapshots" of children at different stages of spelling development; numerous examples of student work; suggested word sort activities for each orthographic feature; lists of recommended books and poems; and a focus on fostering a love of words through word play and language appreciation. Provided in the appendices are reproducible forms for administering the DSA, plus a list of over 12,000 words arranged by sound, pattern, and meaning-related features. Synopsis This book presents a highly practical approach to assessing children's spelling and word knowledge abilities and offering effective, appropriate instruction. Included is the Developmental Spelling Analysis (DSA), a dictated word inventory that enables teachers to quickly and easily evaluate students' stages of spelling development and their knowledge of important orthographic features. Detailed guidelines are set forth for engaging students in hands-on word study that is tailored to their specific strengths and weaknesses. Validated and field-tested, the instructional techniques described here reflect the author's many years of classroom experience. Particularly useful features of the book include narrative "snapshots" of children at different stages of spelling development; numerous examples of student work; suggested word sort activities for each orthographic feature; lists of recommended books and poems; and a focus on fostering a love of words through word play and language appreciation. Provided in the appendices are reproducible forms for administering the DSA, plus a list of over 12,000 words arranged by sound, pattern, and meaning-related features. Annotation "...a highly practical approach to assessing children's spelling & word knowledge abilities while offering effective appropriate instruction with detailed guidelines for engaging students in hands-on study." Biography Kathy Ganske, PhD, is Associate Professor in the Graduate Teacher Education Program at Oberlin College, where she teaches courses in literacy. She is a former classroom teacher of primary through upper-elementary grades. Dr. Ganske continues to be actively involved in classrooms through research and professional development.

Winning Strategies for Classroom Management

Winning Strategies for Classroom Management
Author: Cummings, Carol

ISBN: 0-87120-381-2
LCCN: 00010209
Dewey: 371.102/4 21
Number:

Category: Self-Improvement
User Rating:
Pages: 158

Paperback Association for Supervision & Curriculum Development

Internet Book Watch In Winning Strategies For Classroom Management, Carol Cummings offers thoughtful, practical advice on physically arranging the classroom, diagnosing student behavior, and responding to students' emotional needs. her practical examples show how effective classroom management results in motivated students exhibiting selfdiscipline, perseverance, and who take responsibility for their learning. Cummings' approach to classroom management proactively addresses discipline and behavior problems. Winning Strategies For Classroom Management is very highly recommended reading for beginning teachers and has much of value to offer even the seasoned classroom instructor addressing the needs of a diverse school population.

Why the Religious Right Is Wrong

Why the Religious Right Is Wrong
Author: Boston, Rob Lynn, Barry W.

ISBN: 0-87975-834-1
LCCN: 93031403
Dewey: 322/.1/0973 20
Number:

Category: Politics & Government - General & Miscellaneous
User Rating:
Pages: 257

Paperback Prometheus Books

From the Publisher Is the separation of church and state a "myth"? Was the United States founded as a "Christian nation"? If you believe the propaganda of the Religious Right, then the answer to both questions is an emphatic yes. To believe the propaganda, however, you must be ignorant of the facts of U.S. history and constitutional law. In Why the Religious Right Is Wrong about Separation of Church and State, award-winning Journalist Rob Boston lambastes the zealots of the Religious Right for spreading misinformation about the constitutional principle of the separation of church and state. He reveals how a band of ultraconservative religious groups with a political agenda - led primarily by televangelist Pat Robertson - is conducting a systematic war against separation of church and state. The tactics of these groups are designed to exploit unfounded fears and turn the American people against the separation principle. They will not rest, Boston says, until the United States has become a theocracy. To expose the Religious Right's blatant distortions of U.S. history and correct its skewed analysis of legal rulings, Boston objectively reviews the evolution of church-state relations in the United States and looks at how the separation principle has been applied by the courts. He also examines efforts by sectarian groups to win government support for their schools, the school prayer issue, the history of the free exercise of religion, and the controversial role of religion in the public square. Boston concludes by giving readers strategies for defending the separation principle from attacks by the Religious Right. The author insists that separation of church and state is the best policy for both institutions and asserts that with out it the United States cannot remain a free nation. Booknews A journalist's account of how the religious right is using the political arena to wage war against the governing principle of separation of church and state to promote their ultraconservative agenda. Annotation c. Book News, Inc., Portland, OR (booknews.com) Synopsis Is the separation of church and state a "myth"? Was the United States founded as a "Christian nation"? If you believe the propaganda of the Religious Right, then the answer to both questions is an emphatic yes. To believe the propaganda, however, you must be ignorant of the facts of U.S. history and constitutional law. In Why the Religious Right Is Wrong about Separation of Church and State, award-winning Journalist Rob Boston lambastes the zealots of the Religious Right for spreading misinformation about the constitutional principle of the separation of church and state. He reveals how a band of ultraconservative religious groups with a political agenda - led primarily by televangelist Pat Robertson - is conducting a systematic war against separation of church and state. The tactics of these groups are designed to exploit unfounded fears and turn the American people against the separation principle. They will not rest, Boston says, until the United States has become a theocracy. To expose the Religious Right's blatant distortions of U.S. history and correct its skewed analysis of legal rulings, Boston objectively reviews the evolution of church-state relations in the United States and looks at how the separation principle has been applied by the courts. He also examines efforts by sectarian groups to win government support for their schools, the school prayer issue, the history of the free exercise of religion, and the controversial role of religion in the public square. Boston concludes by giving readers strategies for defending the separation principle from attacks by the Religious Right. The author insists that separation of church and state is the best policy for both institutions and asserts that with out it the United States cannot remain a free nation. Booknews A journalist's account of how the religious right is using the political arena to wage war against the governing principle of separation of church and state to promote their ultraconservative agenda. A

Whole-Faculty Study Groups

Whole-Faculty Study Groups
Author: Murphy, Carlene U. Lick, Dale W. Wick, Dale W. Lick, Dale W.

ISBN: 0-7619-7755-4
LCCN: 00011783
Dewey: 370/.71/55 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 360

Textbook Paperback SAGE Publications

From the Publisher The ground-breaking work on successful school reform returns with important new insights! One of the most successful and exciting approaches to reform and change in education today is the holistic, practical use of whole-faculty study groups. Now the educational experts who produced the original groundbreaking work on this innovative strategy return with a brand new second edition, filled with new illustrative examples, snapshots of real-world situations, and step-by-step instructions for use at all levels in all schools. In the three years since the first edition was written, over 100 schools have implemented the whole-faculty study groups process, employing at least 150 individual study groups. Murphy and Lick have gathered new insights into the model from these new and continuing groups and have created a wealth of new material, including insights on: The key sponsorship role of the principal The requirement that study groups must grapple with more substantive content How administrators can provide additional technical assistance to study groups The developmental stages of study groups and how to deal with them Why institutionalizing is critical for the sustainability of the study process Why the process is so successful when properly applied . . . plus an impressive array of resources, including forms, action plans, logs, activities, and notes on the role of the instructional council, as well as an updated list of references and recommended reading. Whole-faculty study groups are a proven way to successfully reform, improve, and transition schools to meet tomorrow's needs. This vitalnew edition is essential for administrators, teachers, and staff in K-12 schools, as well as district-level administrators, teachers of education at two- and four-year institutions, and anyone interested in facilitating staff development and change in schools while increasing student learning. Synopsis The ground-breaking work on successful school reform returns with important new insights! One of the most successful and exciting approaches to reform and change in education today is the holistic, practical use of whole-faculty study groups. Now the educational experts who produced the original groundbreaking work on this innovative strategy return with a brand new second edition, filled with new illustrative examples, snapshots of real-world situations, and step-by-step instructions for use at all levels in all schools. In the three years since the first edition was written, over 100 schools have implemented the whole-faculty study groups process, employing at least 150 individual study groups. Murphy and Lick have gathered new insights into the model from these new and continuing groups and have created a wealth of new material, including insights on: The key sponsorship role of the principal The requirement that study groups must grapple with more substantive content How administrators can provide additional technical assistance to study groups The developmental stages of study groups and how to deal with them Why institutionalizing is critical for the sustainability of the study process Why the process is so successful when properly applied . . . plus an impressive array of resources, including forms, action plans, logs, activities, and notes on the role of the instructional council, as well as an updated list of references and recommended reading. Whole-faculty study groups are a proven way to successfully reform, improve, and transition schools to meet tomorrow's needs. This vitalnew edition is essential for administrators, teachers, and staff in K-12 schools, as well as district-level administrators, teachers of education at two- and four-year institutions, and anyone interested in facilitating staff development and change in schools while increasing student learning. Biography Dale W. Lick is past president of Georgia Southern University, the University of Maine, and Florida State University, and he is currently a university professor in the Learning Systems Institute at Florida

Transforming Schools

Transforming Schools
Author: Zmuda, Allison Kuklis, Robert

ISBN: 0-87120-845-8
LCCN: 2003028148
Dewey: 370/.71/5 22
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 195

Paperback Association for Supervision & Curriculum Development

From the Publisher How can a school become a place where all members of the staff are learning, growing, and working to increase student achievement? The answer lies in systems thinking and a focus on continuous improvement, two concepts that can transform staff development from something that people merely tolerate to something that they actively pursue to create lasting improvements in teaching and learning. Each chapter of Transforming Schools: Creating a Culture of Continuous Improvement is grounded in a set of operating principles that provide practical guidance to school leaders. The story of a fictional school brings the ideas to life as the characters--a school principal, teachers, and district-level administrators--experience the shifts in thinking that are necessary to transform a school into a competent system. Through their story, the reader gains a clear understanding of the six steps of continuous improvement: 1. Identify core beliefs. 2. Create a shared vision. 3. Use data to determine gaps between the current reality and the shared vision. 4. Identify the innovations that will most likely close the gaps. 5. Develop and implement an action plan. 6. Endorse collective accountability. Thoughtful analysis of the fictional dialogue throughout the book gives readers an understanding of the dynamic nature of change, systems thinking, and continuous improvement. And questions at the end of each chapter help readers apply key concepts to their own schools. Whether your school improvement goals are clearly defined or still in development, Transforming Schools will help you tackle the many challenges of the change process. Synopsis This guide for school leaders uses the principles of systems thinking to explain how a culture of continuous improvement may be created and sustained. Topics include (for example) identifying the core beliefs of a school, developing a shared vision, integrating teacher concerns into the action plan, and embracing collective accountability. Zmuda is an education consultant for ASCD in Alexandria, Virginia. Annotation ®2004 Book News, Inc., Portland, OR

Timed Readings Plus Book Nine, Vol. 9

Timed Readings Plus Book Nine, Vol. 9
Author: Spargo, Edward

ISBN: 0-89061-911-5
LCCN:
Dewey:
Number:

Category: Business Life & Careers
User Rating:
Pages: 118

Textbook Paperback Mcgraw-Hill Companies, The

From the Publisher Do your students fail to even finish a timed test? Do they read word by word? Do they simply move their eyes over the page, neverremembering what they read? If you suspect that students' test scores are being confounded by any of these traits, or if you have students who need to process greater amounts of information, the Timed Readings books can help. For over thirty years, Jamestown has been helping students increase their reading rate and fluency while maintaining comprehension. Timed Readings Plus contains 400-word nonfiction timed passages followed by related fiction passages. Synopsis Do your students fail to even finish a timed test? Do they read word by word? Do they simply move their eyes over the page, neverremembering what they read? If you suspect that students' test scores are being confounded by any of these traits, or if you have students who need to process greater amounts of information, the Timed Readings books can help. For over thirty years, Jamestown has been helping students increase their reading rate and fluency while maintaining comprehension. Timed Readings Plus contains 400-word nonfiction timed passages followed by related fiction passages.

Timed Readings in Literature

Timed Readings in Literature
Author: Spargo, Edward

ISBN: 0-89061-514-4
LCCN:
Dewey:
Number:

Category: Business Life & Careers
User Rating:
Pages: 120

Paperback NTC Publishing Group

From the Publisher Do your students fail to even finish a timed test? Do they read word by word? Do they simply move their eyesover the page, never remembering what they read? If you suspect that students' test scores are being confounded by any of these traits, or if you have students who need to process greater amounts of information, the Timed Readings books can help. For over thirty years, Jamestown has been helping students increase their reading rate and fluency while maintaining comprehension. Timed Readings in Literature features 400-word excerpts from great literature, including Twain, Dickens, Brontë, Douglass, London, Poe, and others. Synopsis Do your students fail to even finish a timed test? Do they read word by word? Do they simply move their eyesover the page, never remembering what they read? If you suspect that students' test scores are being confounded by any of these traits, or if you have students who need to process greater amounts of information, the Timed Readings books can help. For over thirty years, Jamestown has been helping students increase their reading rate and fluency while maintaining comprehension. Timed Readings in Literature features 400-word excerpts from great literature, including Twain, Dickens, Brontë, Douglass, London, Poe, and others.

Timed Readings

Timed Readings
Author: Spargo, Edward

ISBN: 0-89061-505-5
LCCN:
Dewey:
Number:

Category: Business Life & Careers
User Rating:
Pages: 120

Textbook Paperback NTC Publishing Group

From the Publisher Do your students fail to even finish a timed test? Do they read word by word? Do they simply move their eyesover the page, never remembering what they read? If you suspect that students' test scores are being confounded by any of these traits, or if you have students who need to process greater amounts of information, the Timed Readings books can help. For over thirty years, Jamestown has been helping students increase their reading rate and fluency while maintaining comprehension. Timed Readings is the original series of timed reading books; 400-word nonfiction timed passages in science, social studies, the humanities, and more. Synopsis Do your students fail to even finish a timed test? Do they read word by word? Do they simply move their eyesover the page, never remembering what they read? If you suspect that students' test scores are being confounded by any of these traits, or if you have students who need to process greater amounts of information, the Timed Readings books can help. For over thirty years, Jamestown has been helping students increase their reading rate and fluency while maintaining comprehension. Timed Readings is the original series of timed reading books; 400-word nonfiction timed passages in science, social studies, the humanities, and more.

Thinking in the Future Tense

Thinking in the Future Tense
Author: James, Jennifer James

ISBN: 0-684-83269-0
LCCN:
Dewey:
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Category: Economics
User Rating:
Pages: 256

Paperback Simon & Schuster Adult Publishing Group

From the Publisher American business, economics, and society are changing at the speed of light. On the eve of the twenty-first century, the pressure is on, and leaders need to learn faster, think smarter, and free themselves from confining assumptions and old mindsets. In Thinking in the Future Tense, bestselling author and business lecturer Jennifer James offers a dynamic new way of achieving these goals, explaining how to master new business trends, products, and services by identifying, interpreting, and exploiting change. This book's practical -- and sometimes surprising -- insights into this process include: * We are not just developing new technological skills, we are evolving new personalities and, ultimately, new characters. * The traditional old-boy "lodge" organizations with bureaucratic mindsets are cracking. James reveals who is falling apart and why, and describes the entrpreneurs and organizations of the future. * Managers whose perceptions are clouded by nostalgia make hiring, firing, evaluation, and conflict-resolution errors that cost them precious time, money, and goodwill. What it all comes down to, James explains, is the ability to think on the edge of the culture. As witty and intellectually exciting as it is practical, Thinking in the Future Tense tells managers how to seize and maintain the competitive edge in time to help their companies -- and keep their jobs. Synopsis American business, economics, and society are changing at the speed of light. On the eve of the twenty-first century, the pressure is on, and leaders need to learn faster, think smarter, and free themselves from confining assumptions and old mindsets. In Thinking in the Future Tense, bestselling author and business lecturer Jennifer James offers a dynamic new way of achieving these goals, explaining how to master new business trends, products, and services by identifying, interpreting, and exploiting change. This book's practical -- and sometimes surprising -- insights into this process include: * We are not just developing new technological skills, we are evolving new personalities and, ultimately, new characters. * The traditional old-boy "lodge" organizations with bureaucratic mindsets are cracking. James reveals who is falling apart and why, and describes the entrpreneurs and organizations of the future. * Managers whose perceptions are clouded by nostalgia make hiring, firing, evaluation, and conflict-resolution errors that cost them precious time, money, and goodwill. What it all comes down to, James explains, is the ability to think on the edge of the culture. As witty and intellectually exciting as it is practical, Thinking in the Future Tense tells managers how to seize and maintain the competitive edge in time to help their companies -- and keep their jobs.

Teachers Evaluating Teachers

Teachers Evaluating Teachers
Author: Lieberman, Myron

ISBN: 0-7658-0461-1
LCCN: 98013441
Dewey: 371.14/4/0973 21
Number:

Category: Labor & Politics
User Rating:
Pages: 137

Textbook Paperback Transaction Publishers

From the Publisher As a writer on education reform, Myron Lieberman has criticized America's two largest teacher organizations - the National Education Association (NEA) and the American Federation of Teachers (AFT) - for standing in the way of needed improvement in our system of public education. One of the most telling criticisms of these organizations is that they have been too quick to defend teachers charged with incompetence. In response to this charge from Lieberman and others, the NEA and the AFT have championed a "new unionism," under which the teacher unions themselves, and their local affiliates, assume responsibility for ensuring teacher competence by instituting peer review systems. In Teachers Evaluating Teachers, Lieberman explores the peer review phenomenon and the teacher unions' stake in perpetuating it. The true test of a program's success should be improvement in teacher competence, which would lead to gains in student achievement, but Lieberman argues that there is no evidence that student scores on standardized tests have improved in districts with peer review. Indeed, Lieberman shows that peer review has had little or no impact on the number of teachers dismissed on grounds of poor performance. Synopsis As a writer on education reform, Myron Lieberman has criticized America's two largest teacher organizations - the National Education Association (NEA) and the American Federation of Teachers (AFT) - for standing in the way of needed improvement in our system of public education. One of the most telling criticisms of these organizations is that they have been too quick to defend teachers charged with incompetence. In response to this charge from Lieberman and others, the NEA and the AFT have championed a "new unionism," under which the teacher unions themselves, and their local affiliates, assume responsibility for ensuring teacher competence by instituting peer review systems. In Teachers Evaluating Teachers, Lieberman explores the peer review phenomenon and the teacher unions' stake in perpetuating it. The true test of a program's success should be improvement in teacher competence, which would lead to gains in student achievement, but Lieberman argues that there is no evidence that student scores on standardized tests have improved in districts with peer review. Indeed, Lieberman shows that peer review has had little or no impact on the number of teachers dismissed on grounds of poor performance.

Teacher Leadership That Strengthens Professional Practice

Teacher Leadership That Strengthens Professional Practice
Author: Danielson, Charlotte

ISBN: 1-4166-0271-2
LCCN: 2005027510
Dewey: 371.1/06 22
Number:

Category: Academic Administration
User Rating:
Pages: 157

Paperback Association for Supervision & Curriculum Development

From the Publisher Every school relies on teachers who informally and voluntarily lead various efforts in the school. These teachers may not be appointed leaders or paid leaders, but they are committed leaders: they see a need and they respond to it. What do these teacher leaders do that is different from the work of excellent teachers who are not teacher leaders? If we can articulate those skills, says Charlotte Danielson, then we can take steps to enable more teachers to develop those skills and be better equipped to tackle special projects. Teacher Leadership That Strengthens Professional Practice is designed to be a resource not only for prospective teacher leaders but also for administrators who want to better support the development of outstanding teacher leaders. Teachers seeking to expand their leadership capacity will learn how to recognize an opportunity and take initiative mobilize colleagues around a common purpose marshal resources and take action monitor and adjust the initiative sustain the commitments of others, and contribute to the learning organization Administrators will find advice on how to cultivate, promote, honor, and empower teacher leaders--and how to work with them to successfully present innovations to the school community. In short, this book gives individuals and schools a practical framework for tapping teachers' leadership potential and marshaling their efforts to better educate students and create a stronger learning community. As Danielson convincingly shows, genuine teacher leadership is a powerful force for constructive change. How can you create a school environment where everyone--staff and students alike--will become an active, engaged learner? How can you develop a collegial school culture that will improve morale, expand professional opportunities, and raise student achievement? How can you make a difference in your school? Judy F. Carr, Nancy Herman, and Douglas E. Harris show how to transform your school into a dynamic learning community. Drawing on decades of experience and success, these former educators and trusted consultants provide expert guidance. Synopsis Every school relies on teachers who informally and voluntarily lead various efforts in the school. These teachers may not be appointed leaders or paid leaders, but they are committed leaders: they see a need and they respond to it. What do these teacher leaders do that is different from the work of excellent teachers who are not teacher leaders? If we can articulate those skills, says Charlotte Danielson, then we can take steps to enable more teachers to develop those skills and be better equipped to tackle special projects. Teacher Leadership That Strengthens Professional Practice is designed to be a resource not only for prospective teacher leaders but also for administrators who want to better support the development of outstanding teacher leaders. Teachers seeking to expand their leadership capacity will learn how to recognize an opportunity and take initiative mobilize colleagues around a common purpose marshal resources and take action monitor and adjust the initiative sustain the commitments of others, and contribute to the learning organization Administrators will find advice on how to cultivate, promote, honor, and empower teacher leaders--and how to work with them to successfully present innovations to the school community. In short, this book gives individuals and schools a practical framework for tapping teachers' leadership potential and marshaling their efforts to better educate students and create a stronger learning community. As Danielson convincingly shows, genuine teacher leadership is a powerful force for constructive change. How can you create a school environment where everyone--staff and students alike--will become an active, engaged learner? How can you develop a collegial school culture that will improve morale, expand professional opportunities, and raise student achievement? How can you make a difference in your school? Judy F. Carr, Nancy Herman,

Sustaining Change in Schools

Sustaining Change in Schools
Author: Johnson, Daniel P.

ISBN: 1-4166-0147-3
LCCN: 2005002845
Dewey: 371.2/00973 22
Number:

Category: Self-Improvement
User Rating:
Pages: 183

Paperback Association for Supervision & Curriculum Development

From the Publisher Do you believe that students learn more from what we as adults do than from what we say? If so, do you struggle to align day-to-day educational practices with your community's stated goals for learning? You may be surprised at how many successful programs and services already exist in your school district just waiting to be identified. Our democracy depends on strong public schools that produce successful lifelong learners. And strong public schools depend on strong partnerships between schools and communities. This guide describes how these partnerships can be created and sustained from the classroom to the boardroom by following these five steps: 1. Understand and align the personality of your school district with the overall personality of your community. 2. Ask quality questions that promote a commitment to a common purpose. 3. Make quality a habit by creating organizational structures that celebrate differences within acceptable community standards. 4. Focus on success as a means of renewing schools from within rather than imposing solutions from the outside. 5. Manage tasks so that your stakeholders learn to appreciate different personalities as a necessary part of your problem solving process. Central office administrators, school board members, principals, and teacher leaders will find these five practical steps useful in creating and sustaining quality schools. Synopsis Currently the superintendent of a school district in Colorado, Johnson is a 35-year veteran of education and has written and conducted numerous workshops about the use of temperament as a leadership tool in large organizations. He outlines a change process that evolved over a 25-year period across four school districts and three states, which was used by his school district to move their community closer to quality schools. The text describes the five- step process, using practical examples and presenting practical tools for promoting and sustaining quality schools over time and across groups and communities. For central office administrators, school board members, principals, and teacher leaders. Annotation ®2005 Book News, Inc., Portland, OR

Supervision for Learning

Supervision for Learning
Author: Aseltine, James M. Faryniarz, Judith O. Rigazio-Digilio, Anthony J.

ISBN: 1-4166-0327-1
LCCN: 2006003153
Dewey: 371.2/03 22
Number:

Category: Academic Administration
User Rating:
Pages: 243

Paperback Association for Supervision & Curriculum Development

From the Publisher Traditional methods of supervision and evaluation focus on teachers' inputs: their lesson plans, instruction, and classroom management practices. But what matters most is the outcome they achieve: learning. This book introduces Performance-Based Supervision and Evaluation (PBSE), a data-driven and teacher-directed approach proven to build educators' analytical and instructional capacity to address the learning needs of their students. It's a move away from disconnected annual goals and outside-in improvement initiatives, and toward the full integration of teacher evaluation, strategic professional development, and school improvement planning. Supervision for Learning is an important resource for school leaders looking to *Honor the judgment of teachers while targeting student performance in areas of essential knowledge and skills articulated in standards; *Empower all teachers to use performance data as the basis for instructional decisions and monitor the effectiveness of these decisions through action research; *Develop meaningful collaborative relationships with and among teachers; and *Acquire authentic evidence of teacher and student growth. Authors James M. Aseltine, Judith O. Faryniarz, and Anthony J. Rigazio-DiGilio explain the best-practice foundations of their approach and provide guidelines for its implementation. Sample artifacts and illustrative vignettes bring the PBSE process to life, clarifying the supervisor's role, the teachers' responsibilities, and the students' gains. You'll also find a planning and monitoring tool that maps milestones within the development and evaluation cycle, along with strategies for reconciling this approach with district reporting requirements and budget realities. Synopsis Traditional methods of supervision and evaluation focus on teachers' inputs: their lesson plans, instruction, and classroom management practices. But what matters most is the outcome they achieve: learning. This book introduces Performance-Based Supervision and Evaluation (PBSE), a data-driven and teacher-directed approach proven to build educators' analytical and instructional capacity to address the learning needs of their students. It's a move away from disconnected annual goals and outside-in improvement initiatives, and toward the full integration of teacher evaluation, strategic professional development, and school improvement planning. Supervision for Learning is an important resource for school leaders looking to *Honor the judgment of teachers while targeting student performance in areas of essential knowledge and skills articulated in standards; *Empower all teachers to use performance data as the basis for instructional decisions and monitor the effectiveness of these decisions through action research; *Develop meaningful collaborative relationships with and among teachers; and *Acquire authentic evidence of teacher and student growth. Authors James M. Aseltine, Judith O. Faryniarz, and Anthony J. Rigazio-DiGilio explain the best-practice foundations of their approach and provide guidelines for its implementation. Sample artifacts and illustrative vignettes bring the PBSE process to life, clarifying the supervisor's role, the teachers' responsibilities, and the students' gains. You'll also find a planning and monitoring tool that maps milestones within the development and evaluation cycle, along with strategies for reconciling this approach with district reporting requirements and budget realities.

Succeeding with Standards

Succeeding with Standards
Author: Carr, Judy F. Harris, Douglas E.

ISBN: 0-87120-509-2
LCCN: 2001000694
Dewey: 379.1/58/0973 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 204

Paperback Association for Supervision & Curriculum Development

From the Publisher Standards have little value unless they are implemented by teachers in their everyday practice. That's why you need this book on how to link all aspects of your local curriculum to state and national standards. Explore the 11 components involved in the standards-linking process, and know the key issues to address at every stage, including Who is responsible for meeting standards? How are established assessments and instructional guidelines linked to standards? How are results tracked and reported? When and where are professional development and teacher supervision aligned? Sample standards, planning guides and tools, and a detailed action plan ensure you get started and stay on track. Synopsis Standards have little value unless they are implemented by teachers in their everyday practice. That's why you need this book on how to link all aspects of your local curriculum to state and national standards. Explore the 11 components involved in the standards-linking process, and know the key issues to address at every stage, including Who is responsible for meeting standards? How are established assessments and instructional guidelines linked to standards? How are results tracked and reported? When and where are professional development and teacher supervision aligned? Sample standards, planning guides and tools, and a detailed action plan ensure you get started and stay on track.

Student-Involved Classroom Assessment

Student-Involved Classroom Assessment
Author: Stiggins, Richard J. Stiggins, Richard J. Student-centered classroom

ISBN: 0-13-022537-1
LCCN: 00055395
Dewey: 371.26 21
Number:

Category: Education - General & Miscellaneous
User Rating:
Pages: 531

Textbook Paperback Pearson Education

From the Publisher SPECIAL FEATURES Emphasizes what teachers need to know to manage day-to-day classroom assessment effectively and efficiently. Focuses on student well-being in assessment contexts, placing emphasis on student self-assessment. Offers practical guidelines on how to construct all types of assessments. Provides a unique explanation of how to match achievement targets to assessment methods. Emphasizes time- and energy-savings ideas for teachers. Clearly relates the concepts in the book to traditional notions of validity and reliability. Ancillaries that accompany Student-Involved Classroom Assessment, 3rd Edition, include An instructor's guide A companion website A companion workbook Together, the workbook, main text, instructor's guide, and website create an integrated product that provides concepts and practice opportunities, which are ideal for moving educators toward real understanding of classroom assessment for both documenting and enhancing student learning. Synopsis SPECIAL FEATURES Emphasizes what teachers need to know to manage day-to-day classroom assessment effectively and efficiently. Focuses on student well-being in assessment contexts, placing emphasis on student self-assessment. Offers practical guidelines on how to construct all types of assessments. Provides a unique explanation of how to match achievement targets to assessment methods. Emphasizes time- and energy-savings ideas for teachers. Clearly relates the concepts in the book to traditional notions of validity and reliability. Ancillaries that accompany Student-Involved Classroom Assessment, 3rd Edition, include An instructor's guide A companion website A companion workbook Together, the workbook, main text, instructor's guide, and website create an integrated product that provides concepts and practice opportunities, which are ideal for moving educators toward real understanding of classroom assessment for both documenting and enhancing student learning.

Speech to Print

Speech to Print
Author: Moats, Louisa Cook

ISBN: 1-55766-387-4
LCCN: 99086019
Dewey: 372.6 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 243

Textbook Paperback Paul H. Brookes

Booknews Reveals the connection between language structure and how students learn to read, and shows how to apply concepts of phoneme awareness, spelling, vocabulary, and comprehension in sample lesson plans and adaptations. Information will help educators identify, understand, and solve problems students with or without learning disabilities may encounter when learning to read and write. Appendices provide case studies, sample lessons plans, word lists, spelling inventories, and a glossary. Moats is affiliated with the National Institute of Child Health and Human Development. Annotation c. Book News, Inc., Portland, OR (booknews.com)

So - What's a Tutor to Do?, Vol. 1

So - What's a Tutor to Do?, Vol. 1
Author: Roller, Cathy M. M.

ISBN: 0-87207-191-X
LCCN: 98014427
Dewey: 371.4 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 200

Textbook Paperback International Reading Association

From the Publisher This complement to Roller's Variability Not Disability provides both a general outline of how a tutoring session should be structured and specific suggestions and strategies for each segment of the session. Although the book is intended for tutors, it will be most effective if it is used under the direction of a qualified reading specialist. "For the Supervisor" sections at the end of each chapter provide tips for the reading specialist who is training the tutor. Synopsis This complement to Roller's Variability Not Disability provides both a general outline of how a tutoring session should be structured and specific suggestions and strategies for each segment of the session. Although the book is intended for tutors, it will be most effective if it is used under the direction of a qualified reading specialist. "For the Supervisor" sections at the end of each chapter provide tips for the reading specialist who is training the tutor.

The Skillful Leader

The Skillful Leader
Author: Platt, Alexander D. Fraser, Robert G. Tripp, Caroline E. Ogden, Wayne R. Tripp, Caroline

ISBN: 1-886822-07-7
LCCN: 00268008
Dewey:
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 228

Textbook Paperback Research for Better Teaching, Inc.

Founding Director, The Principals' Center, Harvard University - Roland S. Barth "The greatest contribution of this volume is the presentation of a rich repertoire of specific, field-tested ideas and strategies which any dedicated supervisor can employ to transform the mediocre teacher into the skillful teacher." Superintendent, Boston Public Schools - Thomas Payzant "Provides policymakers, superintendents, principals, teachers, and others with a first-rate comprehensive guide to selecting, developing, supervising, and evaluating teachers to make sure that all students have quality instruction." Synopsis Based on The Skillful Teacher framework, this book is targeted to evaluators and supervisors who want a field-tested tool kit of strategies to improve, rather than remove, underperforming teachers. The text includes valuable legal notes and a model contract, case studies, assessment tools, and personal accounts of leaders in action. Founding Director, The Principals' Center, Harvard University - Roland S. Barth "The greatest contribution of this volume is the presentation of a rich repertoire of specific, field-tested ideas and strategies which any dedicated supervisor can employ to transform the mediocre teacher into the skillful teacher."

School Leadership That Works

School Leadership That Works
Author: Marzano, Robert J. Waters, Timothy McNulty, Brian A.

ISBN: 1-4166-0227-5
LCCN: 2005011789
Dewey: 371.2 22
Number:

Category: Academic Administration
User Rating:
Pages: 194

Paperback Association for Supervision & Curriculum Development

Synopsis Drawing on an analysis of 69 studies conducted since 1970 and a recent survey of 650 principals, Marzano (Cardinal Stritch University) develops a list of 21 school leadership responsibilities that have a significant effect on student achievement and details the specific behaviors associated with each of the 21 responsibilities. He discusses the difference between first-order and second-order change, examines various comprehensive school reform models, and provides a framework of 39 action steps for improving student achievement. Annotation ®2006 Book News, Inc., Portland, OR

Rolling the Elephant Over

Rolling the Elephant Over
Author: Whitaker, Elizabeth M. Whitaker, Elizabeth M.

ISBN: 0-435-07238-2
LCCN: 97022906
Dewey: 371.27/2 21
Number:

Category: Education - Social & Political Aspects
User Rating:
Pages: 94

Paperback Heinemann

From the Publisher Clarridge and Whitaker's challenge was to coordinate the design and implementation of a new elementary progress report that would provide not only a more consistent and equitable measure of student progress across an extremely diverse district, but also promote better communication among parents, students, and teachers. Synopsis Clarridge and Whitaker's challenge was to coordinate the design and implementation of a new elementary progress report that would provide not only a more consistent and equitable measure of student progress across an extremely diverse district, but also promote better communication among parents, students, and teachers. Biography A former middle and high school teacher, ELIZABETH M. WHITAKER is currently coordinator for Instructional Technology for the Tucson Unified School District. PAMELA BROWN CLARRIDGE is the principal of Miller Elementary School in Tucson, Arizona.

Results Now

Results Now
Author: Schmoker, Michael J.

ISBN: 1-4166-0358-1
LCCN: 2006004771
Dewey: 371.2/03 22
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 196

Paperback Association for Supervision & Curriculum Development

From the Publisher According to author Mike Schmoker, there is a yawning gap between the most well-known essential practices and the reality of most classrooms. This gap persists despite the hard, often heroic work done by many teachers and administrators. Schmoker believes that teachers and administrators may know what the best practices are, but they aren't using them or reinforcing them consistently. He asserts that our schools are protected by a buffer a protective barrier that prevents scrutiny of instruction by outsiders. The buffer exists within the school as well. Teachers often know only what is going on in their classrooms and they may be completely in the dark about what other teachers in the school are doing. Even principals, says Schmoker, don't have a clear view of the daily practices of teaching and learning in their schools. Schmoker suggests that we need to get beyond this buffer to confront the truth about what is happening in classrooms, and to allow teachers to learn from each other and to be supervised properly. He outlines a plan that focuses on the importance of consistent curriculum, authentic literacy education, and professional learning communities for teachers. What will students get out of this new approach? Learning for life. Schmoker argues passionately that students become learners for life when they have more opportunities to engage in strategic reading, writing with explicit guidance, and argument and discussion. Through strong teamwork, true leadership, and authentic learning, schools and their students can reach new heights. Results Now is a rally cry for educators to focus on what counts. If they do, Schmoker promises, the entire school community can count on unprecedented achievements. Synopsis According to author Mike Schmoker, there is a yawning gap between the most well-known essential practices and the reality of most classrooms. This gap persists despite the hard, often heroic work done by many teachers and administrators. Schmoker believes that teachers and administrators may know what the best practices are, but they aren't using them or reinforcing them consistently. He asserts that our schools are protected by a buffer a protective barrier that prevents scrutiny of instruction by outsiders. The buffer exists within the school as well. Teachers often know only what is going on in their classrooms and they may be completely in the dark about what other teachers in the school are doing. Even principals, says Schmoker, don't have a clear view of the daily practices of teaching and learning in their schools. Schmoker suggests that we need to get beyond this buffer to confront the truth about what is happening in classrooms, and to allow teachers to learn from each other and to be supervised properly. He outlines a plan that focuses on the importance of consistent curriculum, authentic literacy education, and professional learning communities for teachers. What will students get out of this new approach? Learning for life. Schmoker argues passionately that students become learners for life when they have more opportunities to engage in strategic reading, writing with explicit guidance, and argument and discussion. Through strong teamwork, true leadership, and authentic learning, schools and their students can reach new heights. Results Now is a rally cry for educators to focus on what counts. If they do, Schmoker promises, the entire school community can count on unprecedented achievements.

Results

Results
Author: Schmoker, Mike J. Jones, Frances Faircloth

ISBN: 0-87120-260-3
LCCN: 96004489
Dewey: 371.2/00973 20
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 122

Paperback Association for Supervision & Curriculum Development

From the Publisher Tangible, measurable results can be the key to school improvement. Under the right conditions, schools can bring about incremental, even dramatic, results. Author Mike Schmoker examines these conditions and the theory behind them, using examples from schools to show that virtually any school can begin to successfully replicate the conditions. Meaningful teamwork, when combined with setting clear, measurable goals and regularly collecting and analyzing performance data, constitutes the foundation for results. Schmoker emphasizes the importance of principles and practices that are simple, supported by research, and relatively few in number. Such principles have enormous but underused potential. As the many schools described in this book demonstrate, educators can immediately provide a better education for all students by focusing unwaveringly on better results and the conditions that promote them. Synopsis Tangible, measurable results can be the key to school improvement. Under the right conditions, schools can bring about incremental, even dramatic, results. Author Mike Schmoker examines these conditions and the theory behind them, using examples from schools to show that virtually any school can begin to successfully replicate the conditions. Meaningful teamwork, when combined with setting clear, measurable goals and regularly collecting and analyzing performance data, constitutes the foundation for results. Schmoker emphasizes the importance of principles and practices that are simple, supported by research, and relatively few in number. Such principles have enormous but underused potential. As the many schools described in this book demonstrate, educators can immediately provide a better education for all students by focusing unwaveringly on better results and the conditions that promote them.

Reframing Teacher Leadership to Improve Your School

Reframing Teacher Leadership to Improve Your School
Author: Reeves, Douglas B.

ISBN: 1-4166-0666-1
LCCN:
Dewey:
Number:

Category:
User Rating:
Pages: 0

Paperback Association for Supervision & Curriculum Development

From the Publisher Do you want your school or district to truly become a learning organization? How do you foster lasting and meaningful change? How do you avoid rejection of your new approach to teaching and learning? If you've been involved in a school change effort, you most likely have struggled with these questions. To ease this struggle, Douglas B. Reeves has proposed a new framework to promote effective change efforts through teacher leadership. In this book, you will explore not only cutting-edge research findings, but also practical applications that can help improve student achievement and educational equity. You can learn how to achieve lasting results as an educator and school leader. You can learn from other teacher researchers how to infuse your classroom, school, or district with enthusiasm, meaningful teaching, improved results, and greater satisfaction. Even as you strive for innovation, you naturally want to avoid having the next new thing become the latest old thing. To achieve lasting change, educators must embrace evidence-based decision making rather than the fact-free debate. Reeves has found that educators more readily accept decisions they disagree with if they believe the decision-making process was fair--not based on opinion or hierarchy. Reeves aims for you to help him build a network of teacher leaders based on this new evidence-based framework that will foster resilient learning organizations. Come along--explore, act, and share. Synopsis Do you want your school or district to truly become a learning organization? How do you foster lasting and meaningful change? How do you avoid rejection of your new approach to teaching and learning? If you've been involved in a school change effort, you most likely have struggled with these questions. To ease this struggle, Douglas B. Reeves has proposed a new framework to promote effective change efforts through teacher leadership. In this book, you will explore not only cutting-edge research findings, but also practical applications that can help improve student achievement and educational equity. You can learn how to achieve lasting results as an educator and school leader. You can learn from other teacher researchers how to infuse your classroom, school, or district with enthusiasm, meaningful teaching, improved results, and greater satisfaction. Even as you strive for innovation, you naturally want to avoid having the next new thing become the latest old thing. To achieve lasting change, educators must embrace evidence-based decision making rather than the fact-free debate. Reeves has found that educators more readily accept decisions they disagree with if they believe the decision-making process was fair--not based on opinion or hierarchy. Reeves aims for you to help him build a network of teacher leaders based on this new evidence-based framework that will foster resilient learning organizations. Come along--explore, act, and share.

Read All about It!

Read All about It!
Author: Trelease, Jim

ISBN: 0-14-014655-5
LCCN: 93021781
Dewey: [Fic] 20
Number:

Category: Anthologies
User Rating:
Pages: 512

Paperback Penguin Group (USA)

From the Publisher Great read-aloud selections for teenagers, families and teachers from the bestselling author of The New Read-Aloud Handbook. This collection of 48 works from newspapers, magazines, and books features works from Pete Hamill, Maya Angelou, Ray Bradbury, Roald Dahl, Gary Paulsen, and others. Children's Literature Turbulent teens who are reluctant readers will change their tune once they hear/read the selections in Jim Trelease's sensational book. It is a cornucopia of riches from every sector of the literary world: novels, short stories, poetry, and newspaper columns. Some are excerpted and others are complete. Jim's introductions are literary works in themselves, well-researched and informative; they are a unifying cord that binds the book as a whole. Whatever happened to Harper Lee? Where was Robert Service when he wrote The Shooting of Dan McGrew ? What part did grandmothers play in the lives of Langston Hughes and Maya Angelou? Read all about it! Read it aloud to your family. There is no better gift. Synopsis Great read-aloud selections for teenagers, families and teachers from the bestselling author of The New Read-Aloud Handbook. This collection of 48 works from newspapers, magazines, and books features works from Pete Hamill, Maya Angelou, Ray Bradbury, Roald Dahl, Gary Paulsen, and others. Annotation Presents a collection of fictional stories, autobiographical pieces, and newspaper columns, arranged for reading aloud. Children's Literature Turbulent teens who are reluctant readers will change their tune once they hear/read the selections in Jim Trelease's sensational book. It is a cornucopia of riches from every sector of the literary world: novels, short stories, poetry, and newspaper columns. Some are excerpted and others are complete. Jim's introductions are literary works in themselves, well-researched and informative; they are a unifying cord that binds the book as a whole. Whatever happened to Harper Lee? Where was Robert Service when he wrote The Shooting of Dan McGrew ? What part did grandmothers play in the lives of Langston Hughes and Maya Angelou? Read all about it! Read it aloud to your family. There is no better gift.

Questioning the Author, Vol. 1

Questioning the Author, Vol. 1
Author: McKeown, Isabel L. McKeown, Margaret G. Hamilton, Rebecca McKeown, M. G. Hamilton, Rebecca L.

ISBN: 0-87207-242-8
LCCN: 96052260
Dewey: 372.47 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 128

Textbook Paperback International Reading Association

From the Publisher "Questioning the Author" (QtA) is an interactive teaching strategy that helps students comprehend what they are reading. When elementary students read in a QtA lesson, they learn to question the ideas presented in the text while they are reading, making them thinkers, not just readers. This volume presents many examples of QtA in action. The authors analyze the transcripts of actual class discussions to show the important tools that differentiate QtA from other approaches to reading comprehension and engagement. Synopsis "Questioning the Author" (QtA) is an interactive teaching strategy that helps students comprehend what they are reading. When elementary students read in a QtA lesson, they learn to question the ideas presented in the text while they are reading, making them thinkers, not just readers. This volume presents many examples of QtA in action. The authors analyze the transcripts of actual class discussions to show the important tools that differentiate QtA from other approaches to reading comprehension and engagement.

Qualities of Effective Teachers

Qualities of Effective Teachers
Author: Stronge, James H.

ISBN: 0-87120-663-3
LCCN: 2002004844
Dewey: 371.102 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 128

Paperback Association for Supervision & Curriculum Development

From the Publisher Remember those great teachers who made you excited about learning? Remember how it felt to be in their classes and to experience how they made their classrooms come alive? What made those teachers special? What qualities and skills did they have to ignite student learning? Most important, how did those teachers help their students become successful? In Qualities of Effective Teachers, 2nd edition, James H. Stronge shows educators how to recreate this same excitement and enthusiasm in their own classrooms by describing the characteristics and skills of effective teachers. Stronge synthesizes research to identify specific teacher behaviors that contribute to student achievement. Rather than look at outside factors like demographics, district leadership, and state mandates, Stronge focuses specifically on what teachers can control: their own preparation, personality, and practices. Learn how effective teachers *Prepare to be effective educators. *Establish, manage, and maintain learning-focused classroom environments. *Organize time, communicate expectations, and plan instruction. *Present curriculum to support active and engaged learning. *Monitor student progress, identify student potential, and meet the needs of special populations in the classroom. This second edition includes new tips and tools for engaging at-risk students and high-ability students. It also includes skills checklists and an expanded, annotated bibliography to provide a springboard for further insight and exploration. Teachers, educators who hire teachers, teacher leaders, supervisors, and teachers-in-training can all use this book to learn to how to develop better teachers and to improve the quality of learning for all students. Synopsis Remember those great teachers who made you excited about learning? Remember how it felt to be in their classes and to experience how they made their classrooms come alive? What made those teachers special? What qualities and skills did they have to ignite student learning? Most important, how did those teachers help their students become successful? In Qualities of Effective Teachers, 2nd edition, James H. Stronge shows educators how to recreate this same excitement and enthusiasm in their own classrooms by describing the characteristics and skills of effective teachers. Stronge synthesizes research to identify specific teacher behaviors that contribute to student achievement. Rather than look at outside factors like demographics, district leadership, and state mandates, Stronge focuses specifically on what teachers can control: their own preparation, personality, and practices. Learn how effective teachers *Prepare to be effective educators. *Establish, manage, and maintain learning-focused classroom environments. *Organize time, communicate expectations, and plan instruction. *Present curriculum to support active and engaged learning. *Monitor student progress, identify student potential, and meet the needs of special populations in the classroom. This second edition includes new tips and tools for engaging at-risk students and high-ability students. It also includes skills checklists and an expanded, annotated bibliography to provide a springboard for further insight and exploration. Teachers, educators who hire teachers, teacher leaders, supervisors, and teachers-in-training can all use this book to learn to how to develop better teachers and to improve the quality of learning for all students.

Professional Learning Communities at Work

Professional Learning Communities at Work
Author: DuFour, Richard Baker, Robert Eaker, Robert E.

ISBN: 1-879639-60-2
LCCN: 98160769
Dewey:
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 330

Textbook Paperback Solution Tree

From the Publisher This research-based resource guides you through recommendations drawn from the best practices found today in schools nationwide for continuously improving school performance. Coming from the perspectives of both a distinguished Dean of Education and one of America's most widely acclaimed practitioners, Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement provides specific, practical, ?how to? information about transforming schools into results-oriented professional learning communities. Professional Learning Communities at Work will guide you through: Curriculum development Teacher preparation School leadership Professional development programs School-parent partnerships Assessment practices Synopsis This research-based resource guides you through recommendations drawn from the best practices found today in schools nationwide for continuously improving school performance. Coming from the perspectives of both a distinguished Dean of Education and one of America's most widely acclaimed practitioners, Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement provides specific, practical, ?how to? information about transforming schools into results-oriented professional learning communities. Professional Learning Communities at Work will guide you through: Curriculum development Teacher preparation School leadership Professional development programs School-parent partnerships Assessment practices

Principles and Standards for School Mathematics

Principles and Standards for School Mathematics
Author: Staf, National Council of Teachers of Mathematics

ISBN: 0-87353-480-8
LCCN: 00032109
Dewey: 510/.71 21
Number:

Category: Mathematics -- Study and teaching -- United
User Rating:
Pages: 402

Textbook Hardcover National Council of Teachers of Mathematics

Booknews A resource and guide for all who make decisions that affect the mathematics education of students from prekindergarten through grade 12. Recommendations are grounded in the belief that students should learn important mathematical concepts and processes with understanding. Principles for school mathematics are presented, related to equity, teaching, learning, assessment, and technology, and standards are elucidated for school mathematics at different grade levels. Each chapter describes standards for number and operations, algebra, geometry, measurement, data analysis and probability, problem solving, reasoning and proof, communication, connections, and representation. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Principle Centered Leadership

Principle Centered Leadership
Author: Covey, Stephen R. Reynolds

ISBN: 0-671-79280-6
LCCN:
Dewey:
Number:

Category: Management & Leadership
User Rating:
Pages: 336

Paperback Simon & Schuster Adult Publishing Group

From the Publisher How do we as individuals and organizations survive and thrive amid tremendous change? Why are efforts to improve falling so short in real results despite the millions of dollars in time, capital, and human effort being spent on them? How do we unleash the creativity, talent, and energy within ourselves and others in the midst of pressure? Is it realistic to believe that balance among personal, family, and professional life is possible? Stephen R. Covey demonstrates that the answer to these and other dilemmas is Principle-Centered Leadership, a long-term, inside-out approach to developing people and organizations. The key to dealing with the challenges that face us today is the recognition of a principle-centered core within both ourselves and our organizations. Dr. Covey offers insights and guidelines that can help you apply these principles both at work and at home -- leading to not just a new understanding of how to increase quality and productivity, but also to a new appreciation of the importance of building personal and professional relationships in order to enjoy a more balanced, more rewarding, and more effective life. Library Journal The great ``angst'' of life has seemingly gripped us all, and there seems to be no limit to the number of writers offering answers to the great perplexities of life. Covey, however, is the North Star in this field. Following his successful Seven Habits of Highly Effective People (S. & S., 1989), Covey now responds to the particular challenges of business leaders by applying his natural laws, or principles, of life to organizations. Covey explains these laws (security, guidance, wisdom, and power), and discusses how seven-habits practice and focus on these principles will result in personal and organizational transformation. He reminds us that personal and organizational success is hard work, requires unwavering commitment and long-term perspective, and is achievable only if we are prepared for a complete paradigm shift in our perspective. Without hesitation, strongly recommended for all management collections.-- Dale Farris, Groves, Tex. Synopsis How do we as individuals and organizations survive and thrive amid tremendous change? Why are efforts to improve falling so short in real results despite the millions of dollars in time, capital, and human effort being spent on them? How do we unleash the creativity, talent, and energy within ourselves and others in the midst of pressure? Is it realistic to believe that balance among personal, family, and professional life is possible? Stephen R. Covey demonstrates that the answer to these and other dilemmas is Principle-Centered Leadership, a long-term, inside-out approach to developing people and organizations. The key to dealing with the challenges that face us today is the recognition of a principle-centered core within both ourselves and our organizations. Dr. Covey offers insights and guidelines that can help you apply these principles both at work and at home -- leading to not just a new understanding of how to increase quality and productivity, but also to a new appreciation of the importance of building personal and professional relationships in order to enjoy a more balanced, more rewarding, and more effective life. Annotation Concentrates on development of people & organizations via a long-term, inside-out approach/increase quality/productivity Library Journal The great ``angst'' of life has seemingly gripped us all, and there seems to be no limit to the number of writers offering answers to the great perplexities of life. Covey, however, is the North Star in this field. Following his successful Seven Habits of Highly Effective People (S. & S., 1989), Covey now responds to the particular challenges of business leaders by applying his natural laws, or principles, of life to organizations. Covey explains these laws (security, guidance, wisdom, and power), and discusses how seven-habits practice and focus on these principles will result in personal and organizational transformation. He reminds us that

Manufactured Crisis

Manufactured Crisis
Author: Berliner, David C. Biddle, Bruce J.

ISBN: 0-201-40957-7
LCCN: 95003271
Dewey: 371/.01/0973 20
Number:

Category: Educational Levels & Settings
User Rating:
Pages: 432

Hardcover Addison-Wesley

From the Publisher Over the past decade a rising chorus of critics - from William Bennett to Allan Bloom - has decried the supposedly dire state of our public schools. Kids aren't learning what they should, violence and chaos reign in the classroom, and bureaucracy strangles attempts at reform. But how much of that grim image is really true? In The Manufactured Crisis, two prominent scholars, prize-winning educational psychologist David C. Berliner and leading social psychologist Bruce J. Biddle, fight back with the good news. They debunk a whole series of familiar but untrue statistics about public schools - that SAT scores have been dropping, when for many groups they are in fact rising; that illiteracy is up, when in fact the numbers have been skewed because schools are now educating the traditionally disenfranchised in ever larger numbers; that investments in public education do not pay off when, in fact, they lead to greater student achievements and life earnings; that private schools are inherently better than public schools when, in fact, the evidence does not support this charge. Berliner and Biddle tear through these and other sensational myths to give the reader an honest look at public education in America and the misguided, often tragic proposals that critics have urged for correcting these fictive problems. In addition, they expose and offer solutions to the real problems American public schools face today, schools that continue to provide an increasingly diverse citizenry with the opportunity to better their lives. Booknews Berliner (psychology and education, Arizona State U.-Tempe) and Biddle (journal editor, Social Psychology of Education) debunk familiar statistics about public schools and prove that SAT scores are rising for many groups, investments in education pay off in greater student achievements and earnings, and that many private schools are not better than public schools. They examine misguided proposals for correcting fictitious problems, and offer solutions to the real problems American schools face. Annotation c. Book News, Inc., Portland, OR (booknews.com) Synopsis Over the past decade a rising chorus of critics - from William Bennett to Allan Bloom - has decried the supposedly dire state of our public schools. Kids aren't learning what they should, violence and chaos reign in the classroom, and bureaucracy strangles attempts at reform. But how much of that grim image is really true? In The Manufactured Crisis, two prominent scholars, prize-winning educational psychologist David C. Berliner and leading social psychologist Bruce J. Biddle, fight back with the good news. They debunk a whole series of familiar but untrue statistics about public schools - that SAT scores have been dropping, when for many groups they are in fact rising; that illiteracy is up, when in fact the numbers have been skewed because schools are now educating the traditionally disenfranchised in ever larger numbers; that investments in public education do not pay off when, in fact, they lead to greater student achievements and life earnings; that private schools are inherently better than public schools when, in fact, the evidence does not support this charge. Berliner and Biddle tear through these and other sensational myths to give the reader an honest look at public education in America and the misguided, often tragic proposals that critics have urged for correcting these fictive problems. In addition, they expose and offer solutions to the real problems American public schools face today, schools that continue to provide an increasingly diverse citizenry with the opportunity to better their lives. Booknews Berliner (psychology and education, Arizona State U.-Tempe) and Biddle (journal editor, Social Psychology of Education) debunk familiar statistics about public schools and prove that SAT scores are rising for many groups, investments in education pay off in greater student achievements and earnings, and that many private schools are not better than public schools. They examine misguided proposals for correct

Linking Teacher Evaluation and Student Learning

Linking Teacher Evaluation and Student Learning
Author: Tucker, Pamela D. Stronge, James H. Stronge, James H.

ISBN: 1-4166-0032-9
LCCN: 2004026340
Dewey: 371.14/4 22
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 175

Paperback Association for Supervision & Curriculum Development

From the Publisher In Linking Teacher Evaluation and Student Learning, researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You'll see how four school systems have built such measures into their evaluation programs in these distinct ways: * Documenting how desired learning outcomes translated into actual student learning * Tracking progress on key content standards * Setting annual quantifiable goals for students' academic progress * Analyzing changes in students' achievement test scores The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school's particular needs. For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement. Synopsis Tucker (education, University of Virginia) and Stronge (educational policy, College of William and Mary) show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. They describe how four real school systems have built such measures into their evaluation programs in different ways, and explore the strengths and limitations of each of the four approaches. Appendices provide rubrics and forms for adapting these approaches to an existing evaluation program. Annotation ®2004 Book News, Inc., Portland, OR

Learning Leader

Learning Leader
Author: Reeves, Douglas B. Reeves, Douglas B.

ISBN: 1-4166-0332-8
LCCN: 2005034560
Dewey: 371.200973 22
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 221

Paperback Association for Supervision & Curriculum Development

From the Publisher "We can't do that in our school district." "I don't have time to add that to my curriculum." "We're fighting against impossible odds with these students." Effective school leadership does not have to be a losing battle. In The Learning Leader: How to Focus School Improvement for Better Results, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths and reduce their weaknesses. He introduces the Leadership for Learning Framework, which challenges readers to consider that student achievement is more than a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. Instead, he encourages leaders to use the Leadership for Learning Framework to look deeper into their results. The framework helps leaders distinguish between "Lucky" educators, who achieve high results but don't understand their actions, and "Leading" educators, who achieve high results and understand how their actions influence their success. From conducting strategic planning to evaluating projects to organizing leadership teams, The Learning Leader will help leaders reconceptualize their leadership role and motivate their colleagues. Reeves urges teachers and administrators to become more efficient and focused leaders, but most important, he charges them to be better educators for their students. Synopsis "We can't do that in our school district." "I don't have time to add that to my curriculum." "We're fighting against impossible odds with these students." Effective school leadership does not have to be a losing battle. In The Learning Leader: How to Focus School Improvement for Better Results, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths and reduce their weaknesses. He introduces the Leadership for Learning Framework, which challenges readers to consider that student achievement is more than a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. Instead, he encourages leaders to use the Leadership for Learning Framework to look deeper into their results. The framework helps leaders distinguish between "Lucky" educators, who achieve high results but don't understand their actions, and "Leading" educators, who achieve high results and understand how their actions influence their success. From conducting strategic planning to evaluating projects to organizing leadership teams, The Learning Leader will help leaders reconceptualize their leadership role and motivate their colleagues. Reeves urges teachers and administrators to become more efficient and focused leaders, but most important, he charges them to be better educators for their students.

Leadership in Organizations

Leadership in Organizations
Author: Yukl, Gary A.

ISBN: 0-13-527169-X
LCCN: 88025049
Dewey: 303.3/4 19
Number:

Category: Management & Leadership
User Rating:
Pages: 352

Hardcover Prentice Hall Professional Technical Reference

From the Publisher The most comprehensive survey of major theories and research on leadership and managerial effectiveness in organizations with practical suggestions for improving skills. Balancing theory and research with applications, the book addresses controversies and differing viewpoints about leadership effectiveness with a focus on the question of what makes a person an effective leader. Covering charismatic and transformational leadership as well as influence processes, it asks readers to identify effective and ineffective behavior by managers and to suggest ways to handle the situation. The fourth edition of Leadership in Organizations has been revised to reflect the progress that has been made in understanding leadership since the first edition. It provides more guidelines and recommendations for improving effectiveness without prescribing how a manager must behave. And, it covers "hot" topics, such as charismatic and transformational leadership, influence processes, leading teams, and leading change. An essential reference on management and leadership for every professional manager. Booknews Focusing on managerial leadership, the author presents a broad survey of theory and research intended to please both academics and practitioners. New chapters discuss leading teams, leading change, follower-based approaches to leadership, and developing leaders. Other updates include expanded information on topics such as strategic leadership, influence processes, self-managed teams, distributed leadership, and being a good follower; and more practitioner guidelines to help managers apply the theory and research findings. Annotation c. by Book News, Inc., Portland, Or. Synopsis The most comprehensive survey of major theories and research on leadership and managerial effectiveness in organizations with practical suggestions for improving skills. Balancing theory and research with applications, the book addresses controversies and differing viewpoints about leadership effectiveness with a focus on the question of what makes a person an effective leader. Covering charismatic and transformational leadership as well as influence processes, it asks readers to identify effective and ineffective behavior by managers and to suggest ways to handle the situation. The fourth edition of Leadership in Organizations has been revised to reflect the progress that has been made in understanding leadership since the first edition. It provides more guidelines and recommendations for improving effectiveness without prescribing how a manager must behave. And, it covers "hot" topics, such as charismatic and transformational leadership, influence processes, leading teams, and leading change. An essential reference on management and leadership for every professional manager. Booknews Focusing on managerial leadership, the author presents a broad survey of theory and research intended to please both academics and practitioners. New chapters discuss leading teams, leading change, follower-based approaches to leadership, and developing leaders. Other updates include expanded information on topics such as strategic leadership, influence processes, self-managed teams, distributed leadership, and being a good follower; and more practitioner guidelines to help managers apply the theory and research findings. Annotation c. by Book News, Inc., Portland, Or.

Leadership for Differentiating Schools and Classrooms

Leadership for Differentiating Schools and Classrooms
Author: Tomlinson, Carol Ann Allan, Susan Demirsky

ISBN: 0-87120-502-5
LCCN: 00011252
Dewey: 371.39/4 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 168

Paperback Association for Supervision & Curriculum Development

Booknews This book explores how school leaders can develop responsive, personalized, and differentiated classrooms<-->classrooms in which teachers attend to the learning needs of a particular student or small groups of students. Chapters discuss the theory behind this approach, the conditions that are necessary for its implementation, staff development, parent communication, and a case study. Tomlinson teaches educational leadership and policy at the University of Virginia. Allan is assistant superintendent for the Grosse Pointe (Michigan) Public Schools. Annotation c. Book News, Inc., Portland, OR (booknews.com) Internet Book Watch With Leadership For Differentiating Schools & Classrooms, Carol Tomlinson and Susan Allan effectively collaborate to explore how school leaders can develop responsive, personalized, and differentiated classrooms. Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike. A timely and important contribution to today's reinvigorated national discussion on educational policies and classroom practices at the national, state and local levels, Leadership For Differentiating Schools & Classrooms reveals how school leaders can encourage and support growth in our classrooms.

The Leadership Challenge

The Leadership Challenge
Author: Kouzes, James M. M. Posner, Barry Z. Posner, Barry Z.

ISBN: 1-55542-211-X
LCCN:
Dewey:
Number:

Category:
User Rating:
Pages: 394

Textbook Paperback Wiley, John & Sons, Incorporated

From the Publisher The most trusted resource on becoming a leader is now updated and revised for a new generation. This leadership classic continues to be a bestseller after three editions and twenty years in print. It is the gold standard for research-based leadership, and the premier resource on becoming a leader. This new edition, with streamlined text, more international and business examples, and a graphic redesign, is more readable and accessible than ever before. The Leadership Challenge, Fourth Edition, has been extensively updated with the latest research and case studies, and offers inspiring new stories of real people achieving extraordinary results. The authors' central theme remains the same and is more relevant today than ever: "Leadership is Everyones Business." Their "five practices" and "ten commitments" have been proven by hundreds of thousands of dedicated, successful leaders. This edition, with almost one-third new material, emphasizes the global community and refocuses on business leaders. Order your copy today. Rosabeth Moss Kanter From the ten commitments of leadership to the emphasis on actions and relationships, this valuable book is full of enduring wisdom and practical insights essential for success in challenging times. (Harvard Business School, best-selling author of "Evolve! Succeeding in the Digital Culture of Tomorrow") John C. Maxwell For twenty-five years I have written about and taught leadership. The Leadership Challenge is one of the five best books I have ever read. I continually recommend it to others. (founder, The INJOY Group, and author, "The 21 Irrefutable Laws of Leadership") Warren Bennis The first edition was seminal and totally original. It became a modern classic on leadership practically overnight. With this new edition, with new cases and concepts and action steps that are even riper and more important, Kouzes and Posner go way beyond their earlier work and have made yet another brilliant contribution to leadership studies. This new book, a product of an unusual collaboration, is essential reading for everyone involved or concerned with leading. (distinguished Professor of Business Administration, University of Southern California, and coauthor, "Geeks and Geezers: How Era, Values, and Defining Moments Shape Leaders") David S. Pottruck This book is one of the very best on the topic of leadership, offering extraordinary stories from leaders at various ages and stages of their lives. Whether you?re now in a leadership role and want to further strengthen and hone your skills, or you simply have the desire to learn to make a difference and help guide your company-or even friends and family members-to higher levels of success, you?ll benefit by reading The Leadership Challenge. (president & CEO, The Charles Schwab Corporation) Publishers Weekly An inspirational and practical handbook, this expanded revision of a bestselling manual originally published in 1987 offers sound advice to corporate leaders and entrepreneurs, to managers and employees and to aspiring leaders in retail, manufacturing, government, community, church and school settings. Drawing on interviews and a questionnaire survey of more than 3000 leaders, the authors identify five fundamental practices of exemplary leadership: challenge the status quo; inspire a shared vision; enable others to act; model the way forward by setting an example; tap individuals' inner drives by linking rewards and performance. Kouzes, chairman and CEO of TPG/Learning Systems, and Posner, managing partner of Santa Clara University's Executive Development Center in California, write insightful, down-to-earth, jargon-free prose. This new edition has been substantially updated to reflect the challenges of shrinking work forces, rising cynicism and expanded telecommunications. An appendix includes the author's Leadership Practices Inventory, a tool for assessing leadership behavior. 75,000 first printing; Executive Program Book Club main selection; author tour. (Sept.) Library Journal Kouzes gives workshops in executive developme

Leadership Capacity for Lasting School Improvement

Leadership Capacity for Lasting School Improvement
Author: Lambert, Linda

ISBN: 0-87120-778-8
LCCN: 2003007080
Dewey: 371.2 21
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 130

Paperback Association for Supervision & Curriculum Development

Includes bibliographical references (p. 120-122) and index. Deepening the concept -- Major participation patterns -- The professional development of leaders -- Teachers as leaders -- The changing role of the principal -- Student learning and leading -- Parents as leaders -- Time management -- District leadership -- Sustaining leadership capacity -- Appendix A : Leadership capacity strategies -- Appendix B : Rubric of emerging teacher leadership -- Appendix C : Continuum of teacher leadership -- Appendix D : Leadership capacity staff survey -- Appendix E : Leadership capacity school survey -- Appendix F : Problem resolution policy for the Saratoga Union School District -- Appendix G : How principals build leadership capacity in others.

If You Don't Feed the Teacher They Eat the Students!

If You Don't Feed the Teacher They Eat the Students!
Author: Connors, Neila E. Streams, Jennifer J.

ISBN: 0-86530-457-2
LCCN: 00107562
Dewey: 371.2/00973 21
Number:

Category: Academic Administration
User Rating:
Pages: 144

Paperback Incentive Publications, Incorporated

From the Publisher Neila A. Connors is a one-of-a-kind in the field of education. The enthusiasm and energy for her life's work is evidenced in her everyday life and can be attested to by all who have worked with her or heard her speak. Neila focuses on teaching people how to "build their own bridge for a successful life." Having written numerous articles and presented to educators from the primary through university level in 49 states, Canada, and Europe, her impact is widespread. If You Don't Feed the Teachers They Eat the Students! begins with the seed of insight gained from the author's experiences and blossoms into a full flower of inspiration and direction for educational leaders at all levels. Her real-world experience in the classroom and beyond makes her uniquely qualified to address both the hunger of teachers and the ability of administrators to feed them. Synopsis Neila A. Connors is a one-of-a-kind in the field of education. The enthusiasm and energy for her life's work is evidenced in her everyday life and can be attested to by all who have worked with her or heard her speak. Neila focuses on teaching people how to "build their own bridge for a successful life." Having written numerous articles and presented to educators from the primary through university level in 49 states, Canada, and Europe, her impact is widespread. If You Don't Feed the Teachers They Eat the Students! begins with the seed of insight gained from the author's experiences and blossoms into a full flower of inspiration and direction for educational leaders at all levels. Her real-world experience in the classroom and beyond makes her uniquely qualified to address both the hunger of teachers and the ability of administrators to feed them.

A How-to Guide for Teaching English Language Learners In the Classroom

A How-to Guide for Teaching English Language Learners In the Classroom
Author: Dragan, Pat Barrett Barrett-Dragan, Patricia Barrett-Dragan, Patricia

ISBN: 0-325-00700-4
LCCN: 2005016361
Dewey: 372.652/1044 22
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 272

Textbook Paperback Heinemann

From the Publisher A How-to Guide for Teaching English Language Learners focuses on the day-to-day challenges of working with ELLs and shares the joy and professional satisfaction of watching, nudging, and celebrating as children make a new language their own. Synopsis A How-to Guide for Teaching English Language Learners focuses on the day-to-day challenges of working with ELLs and shares the joy and professional satisfaction of watching, nudging, and celebrating as children make a new language their own. Biography PAT BARRETT DRAGAN has taught first grade in South San Francisco, California, for more than thirty years. She also teaches reading/language arts classes at San Francisco State University and conducts university extension workshops in childrens literature, art, and social studies. In addition to her books with Heinemann, she is the coauthor and illustrator of five published books for children.

How to Grade For Learning

How to Grade For Learning
Author: O'Connor, Ken Stiggins, Rick Stiggins, Rick

ISBN: 1-57517-816-8
LCCN: 2001099350
Dewey: 371.27/2 21
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 296

Textbook Paperback SAGE Publications

From the Publisher Formerly a SkyLight publication "In How to Grade for Learning, Ken O'Connor combines the thoroughness of a scholar with the pragmatism of a veteran educator as he explains the relationship between content standards, performance standards, assignments, assessments, and grades." -Jay McTighe, Author and Consultant Teachers will never look at grading the same way again. In this revised edition of the bestselling How to Grade for Learning, Ken O'Connor shows how to link grades and standards. He updates his eight models, which assist teachers in designing and conducting grading practices that help students feel more in control of their academic success. This comprehensive resource: Defines the purpose of each guideline Illustrates the examples Discusses and analyzes key elements Supplies overviews of various grading programs and calculation strategies Synopsis Formerly a SkyLight publication "In How to Grade for Learning, Ken O'Connor combines the thoroughness of a scholar with the pragmatism of a veteran educator as he explains the relationship between content standards, performance standards, assignments, assessments, and grades." -Jay McTighe, Author and Consultant Teachers will never look at grading the same way again. In this revised edition of the bestselling How to Grade for Learning, Ken O'Connor shows how to link grades and standards. He updates his eight models, which assist teachers in designing and conducting grading practices that help students feel more in control of their academic success. This comprehensive resource: Defines the purpose of each guideline Illustrates the examples Discusses and analyzes key elements Supplies overviews of various grading programs and calculation strategies Biography Ken O'Connor has been an independent consultant on assessment and evaluation from 1996 to present. He has been a staff development presenter and facilitator on assessment, grading and reporting in 33 states and 7 provinces and 5 countries outside North America. He was a keynote presenter at the EARCOS Teachers Conference in Bangkok in March 2003 and an institute presenter at AISA conferences in Cameroon, Tanzania and Zimbabwe in October 2005. His teaching career included experience as a geography teacher and department head at L'Amoreaux C.I. and Maplewood High School in Scarborough, Ontario, 1976-90, and teaching at four schools in Toronto and Melbourne, Australia (Grade 7 - 12) starting in 1967. Ken was a Curriculum Coordinator responsible for Student Assessment and Evaluation for the Scarborough Board of Education and then the Toronto District School Board from March 1990 to June 1999. He has also worked as a consultant on Secondary Assessment at the Ontario Ministry of Education. His major extra-curricular interest is field hockey, as a player, umpire and coach. As a coach, three of his players went on to represent Canada in the Olympics. He also umpired at the 1984 Olympic Games and the 1990 World Cup.

How to Differentiate Instruction in Mixed-Ability Classrooms

How to Differentiate Instruction in Mixed-Ability Classrooms
Author: Tomlinson, Carol Ann Allan, Susan Demirsky

ISBN: 0-87120-512-2
LCCN: 2001000344
Dewey: 371.2/52 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 117

Paperback Association for Supervision & Curriculum Development

From the Publisher One of our most popular books ever?NOW UPDATED! Three new chapters, extended examples, and field-tested strategies help teachers succeed in today's increasingly diverse classrooms. Learn proven ideas for how to match instructional approaches to the readiness, interests, and talents of all students: learning centers, hands-on activities, contracts, and investigative projects. Plus, read about new ways of structuring lessons to provide ?scaffolds? for the lesson content, the procedures used in learning, and the products of learning. Synopsis One of our most popular books ever?NOW UPDATED! Three new chapters, extended examples, and field-tested strategies help teachers succeed in today's increasingly diverse classrooms. Learn proven ideas for how to match instructional approaches to the readiness, interests, and talents of all students: learning centers, hands-on activities, contracts, and investigative projects. Plus, read about new ways of structuring lessons to provide ?scaffolds? for the lesson content, the procedures used in learning, and the products of learning. Biography Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at Curry School of Education, University of Virginia.

Honoring Diverse Teaching Styles

Honoring Diverse Teaching Styles
Author: Pajak, Edward Association for Supervision and Curriculum

ISBN: 0-87120-776-1
LCCN: 2003004503
Dewey: 371.2/03 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 118

Paperback Association for Supervision & Curriculum Development

From the Publisher In this era of increasing teacher accountability, helping novice and veteran teachers succeed in the classroom has never been more urgent or more challenging. Honoring Diverse Teaching Styles is essential reading for anyone who wants to help teachers meet today's performance standards while also respecting the unique gifts each teacher brings to the classroom. This concise guide describes a system for fostering effective teacher development, and includes: Descriptions and examples of the four basic styles of teaching Tips for matching your communication style with the teacher's preferred style Tools for effectively observing classroom practice Ideas for helping teachers build on their strengths while exploring different ways of teaching. Using this guide, principals and mentors can help teachers broaden their instructional repertoire and develop a stronger professional identity. These teachers will become more confident in their decision making and take greater command of the classroom, leading to increased student learning. Educators who are new to supervising teachers will find this a highly readable guide to the wide range of strategies available, while experienced supervisors will discover new ways to strengthen their own practice and rethink their observational methods. All readers of this guide will gain the satisfaction of helping teachers develop the kind of expertise that truly fosters student achievement. Edward Pajak is a professor and chair of the Department of Teacher Development and Leadership at Johns Hopkins University. Synopsis In this era of increasing teacher accountability, helping novice and veteran teachers succeed in the classroom has never been more urgent or more challenging. Honoring Diverse Teaching Styles is essential reading for anyone who wants to help teachers meet today's performance standards while also respecting the unique gifts each teacher brings to the classroom. This concise guide describes a system for fostering effective teacher development, and includes: Descriptions and examples of the four basic styles of teaching Tips for matching your communication style with the teacher's preferred style Tools for effectively observing classroom practice Ideas for helping teachers build on their strengths while exploring different ways of teaching. Using this guide, principals and mentors can help teachers broaden their instructional repertoire and develop a stronger professional identity. These teachers will become more confident in their decision making and take greater command of the classroom, leading to increased student learning. Educators who are new to supervising teachers will find this a highly readable guide to the wide range of strategies available, while experienced supervisors will discover new ways to strengthen their own practice and rethink their observational methods. All readers of this guide will gain the satisfaction of helping teachers develop the kind of expertise that truly fosters student achievement. Edward Pajak is a professor and chair of the Department of Teacher Development and Leadership at Johns Hopkins University.

Guide to Managerial Communication

Guide to Managerial Communication
Author: Munter, Mary

ISBN: 0-13-370271-5
LCCN: 86009369
Dewey: 658.4/5 19
Number:

Category: Business Life & Careers
User Rating:
Pages: 192

Paperback Prentice Hall Professional Technical Reference

From the Publisher Clear, concise and practical guide to managerial communication for today's professional. “Short, professional, and readable…indispensable for successful communication in today’s business environment.” Journal of Business and Technical Communication Listed as one of the five business “books you shouldn’t miss.” Wall Street Journal This newly revised seventh edition is more practical and useful for today's professional than ever before. We have expanded the coverage in the following areas: • Techniques for audience persuasion • Electronic channels for communication & email guidelines • Strategies for cross-cultural communication • Writing in teams • "High skim value" for writing • Jargon and style • Designing and using PowerPoint • Relaxation techniques for public speakers Synopsis

The only book on this topic that is:
Short: summarizes key ideas; omits bulky exercises. Professional: includes only information that is relevant for professionals. Readable: clear, practical, easy-to-skim.

Getting the Grant

Getting the Grant
Author: Gajda, Rebecca Tulikangas, Richard

ISBN: 1-4166-0172-4
LCCN: 2005010279
Dewey: 379.1/3 22
Number:

Category: Business Life & Careers
User Rating:
Pages: 116

Paperback Association for Supervision & Curriculum Development

From the Publisher Grant writing is not as daunting a task as it may seem--at least not when you have experts to guide you. In the first half of this book, the authors explain what every grant writer needs to know and do to successfully secure funding. You will learn the following: * How to locate different kinds of grant sponsors * How to understand the Request for Proposals (RFP) * How to write a persuasive proposal The second part of the book begins where most books on grant writing end. Gajda and Tulikangas lead you through the steps to take immediately after a grant is awarded and the steps needed for long-term sustainability. They tell you how to negotiate a budget, develop a media plan, and establish an organizational structure. They explain how to develop an evaluation plan and how to develop clear indicators of success. The result is a clear blueprint for success as a grant writer and project manager. By book's end, you will enthusiastically agree with the authors: You can do this! Rebecca Gajda is an Assistant Professor in the College of Education at the University of Vermont. She has been a grant writer and lead evaluator for a number of education initiatives. In addition, she has been a grant reviewer for grant competitions sponsored by the U.S. Department of Education. Rich Tulikangas is Executive Director of Linking Learning to Life, a nonprofit organization devoted to improving the educational and employment outcomes for K-12. Successful grant writing has secured the majority of funding for Linking Learning to Life. Synopsis This resource for educators begins with an overview of the principles of effective grant writing. The authors (both successful education grant writers) share their expertise in locating various kinds of sponsors, understanding the Request for Proposals (RFP), and writing a persuasive proposal. The second half of the volume describes how to evaluate the success of a project as well as other steps necessary to ensure long-term program sustainability. Annotation ®2005 Book News, Inc., Portland, OR

From Standards to Success

From Standards to Success
Author: O'Shea, Mark R.

ISBN: 1-4166-0207-0
LCCN: 2005009481
Dewey: 379.1/58 22
Number:

Category: Academic Administration
User Rating:
Pages: 162

Paperback Association for Supervision & Curriculum Development

From the Publisher In this era of accountability and high-stakes testing, school leaders must find more sophisticated ways to help all students succeed. But how can districts make adequate yearly progress without a coherent system for addressing state standards? In From Standards to Success, education professor Mark R. O'Shea introduces the Standards Achievement Planning Cycle (SAPC), a comprehensive protocol for meeting the standards. To illustrate his multi-layered approach, O'Shea takes readers to a fictional school as it prepares to install the SAPC. We meet the superintendent, who organizes the district for curriculum reform; the principal, who supervises standards-based instruction; and the teachers, who collaboratively plan lessons and evaluate their students' work. From teacher observation to student assessment, O'Shea offers innovative strategies to help school leaders * identify and analyze which standards are most important * select appropriate curriculum materials and resources * provide instructional planning time for teachers * create a benchmark-testing program * design effective professional development Checklists at the end of each chapter highlight best practices, and sample lessons show how to plan curriculum that enables students to meet state standards. The result is a thorough and sensible guide to realizing the promise of standards-based education. Mark R. O'Shea is a professor of education at California State University - Monterey Bay. He is the founder and executive director of the Institute for the Achievement of Academic Standards. Synopsis O'Shea (education, California State University-Monterey Bay) introduces the Standards Achievement Planning Cycle (SAPC), a protocol for meeting state educational standards. To illustrate his approach, he takes readers to a fictional school as it prepares to install the SAPC. He outlines methods for identifying which standards are most important, selecting appropriate curriculum materials, providing instructional planning time for teachers, and designing effective professional development. Chapter checklists highlight best practices, and sample lessons show how to plan a curriculum that enables students to meet state standards. Annotation ®2005 Book News, Inc., Portland, OR

Fred Jones' Tools for Teaching

Fred Jones' Tools for Teaching
Author: Jones, Fredric H. Jones, Brian T.

ISBN: 0-9650263-0-2
LCCN: 2001269322
Dewey: 371.102 21
Number:

Category: Reference by Subject
User Rating:
Pages: 352

Textbook Paperback Jones, Fredric H. & Associates, Incorporated

From the Publisher Tools for Teaching is a training program between two covers. It describes the skills of classroom management in practical, down-to-earth terms that makes sense to practicing teachers. It walks you through skill performance so clearly that you can practice with a colleague by reading out loud from the book. Tools for Teaching deals with the entire range of management situations that define the life of a teacher in the classroom - kids who disrupt, kids who sit helplessly with their hands raised, kids who say, "I'm not doing this." More importantly, the book focuses on prevention using lessons learned from highly effective teachers. These "natural' teachers do not work themselves to death. They do not become burned out. Tools for Teaching brings the skills of our most gifted colleagues to light so that they can be understood and mastered by all. One of the most common questions that I am asked after a workshop is, "Where were you twenty years ago?" Another common question is, "Why don't they teach us this stuff in college?" The skills described in Tools for Teaching are literally the tools of the profession - your job description. The language, illustrations and format make "Tools" easily accessible. And, the heavy paper and sewn binding ensure that the book with hold up to years of hard use. Synopsis In Tools for Teaching, Dr. Jones describes the skills by which exceptional teachers make the classroom a place of success and enjoyment for both themselves and their students. Tools for Teaching integrates the management of discipline, instruction and motivation into a system that allows you to reduce the stress of teaching by preventing most management headaches. Dr. Jones helps you reduce student disruptions, backtalk, helpless handraising and dawdling while helping you increase responsible behavior, motivation and independent learning. These skills are made accessable by practical, down-to-earth language and many examples and illustrations that provide the next best thing to attending one of Dr. Jones' workshops. ABOUT THE AUTHOR: Dr. Jones was trained as a clinical psychologist and studied the socialization of children while serving on the faculties of both UCLA and the University of Rochester. In addition to training graduate students to do family therapy, Dr. Jones worked extensively in educational settings to help students with severe emotional and behavioral problems. Dr. Jones spent the past three decades working in classrooms to discover how exceptional teachers produce happy and productive classrooms no matter what students they are given. This work resulted in a revolutionary system of classroom management described in Dr. Jones' first two books, Positive Classroom Discipline and Positive Classroom Instruction. Dr. Jones most recent book, Tools for Teaching, offers an updated description of classroom management enriched by two decades of teacher training.

First Days of School

First Days of School
Author: Wong, Harry K. Wong, Rosemary T. Wong, Rosemary T.

ISBN: 0-9629360-2-2
LCCN: 97091202
Dewey:
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 338

Paperback Wong, Harry K. Publications

From the Publisher Over 3 million copies have been sold of the preeminent book on classroom management and teaching for lesson achievement. The book walks a teacher, either novice or veteran, through the most effective ways to begin a school year and continue to become an effective teacher. This is the most basic book on how to teach. Every teacher and administrator needs to have a copy. The book is used in thousands of school districts, in over 65 countries, and in over 1000 college classrooms. It works and it's inspiring. Included in this 3rd edition is a free 38 minute Enhanced CD, Never Cease to Learn. This bonus CD features Harry Wong with a special introduction by Rosemary Wong. The motivational message delivered is one all educators must hear and see. Synopsis Over 3 million copies have been sold of the preeminent book on classroom management and teaching for lesson achievement. The book walks a teacher, either novice or veteran, through the most effective ways to begin a school year and continue to become an effective teacher. This is the most basic book on how to teach. Every teacher and administrator needs to have a copy. The book is used in thousands of school districts, in over 65 countries, and in over 1000 college classrooms. It works and it's inspiring. Included in this 3rd edition is a free 38 minute Enhanced CD, Never Cease to Learn. This bonus CD features Harry Wong with a special introduction by Rosemary Wong. The motivational message delivered is one all educators must hear and see.

First Days of School

First Days of School
Author: Wong, Harry K. Wong, Rosemary T.

ISBN: 0-9629360-0-6
LCCN:
Dewey:
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 344

Paperback Wong, Harry K. Publications

Fifty Strategies for Teaching English Language Learners

Fifty Strategies for Teaching English Language Learners
Author: Herrell, Adrienne L. L. Adrienne, Herrell

ISBN: 0-13-923855-7
LCCN: 99039793
Dewey: 428/.007 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 239

Textbook Other Format Pearson Education

From the Publisher The third edition of Fifty Strategies for Teaching English Language Learners includes a rich assortment of practical features to support teachers as they meet some of the more daunting challenges of the 21st century classroom. All of the strategies in this book are aligned to the TESOL standards and have been field-tested in diverse classrooms. Each strategy includes a brief explanation, step-by-step instructions in how to plan and use the strategy and two classroom scenarios demonstrating how the strategy can be adapted for different grade levels and content areas. A new unique DVD included in the back of the text illustrates select strategies being used in a classroom dominated by English learners. After the demonstration lesson, one of the authors interviews the teacher for insights into how the lesson was planned and the teacher's reasons for choosing the strategy. The strategies include planning approaches, strategies for improving student involvement, vocabulary knowledge, and comprehension.. Organized into five sections which flow easily from theory and planning, through learner involvement and vocabulary building, to increasing comprehension. Numerous strategies in the theoretical overview section, plus suggestions for assessment integrated into many strategies in other sections. Provides a repertoire of non-traditional assessment ideas such as anecdotal records, performance samples, and portfolios. Integrates material on the use of educational technology such as the internet, visual aids, etc. Includes thorough, concise summary of relevant research from Krashen, Cummins, Terrell, Swain, Asher,and others. For Educators. Booknews Focusing on K-12 English language learners, Herrell (reading/language arts, California State U., Fresno) describes the theoretical basis, implementation, and application of strategies that have been tested in multilingual classrooms and found to support student learning. The 23 strategies covered include academic language scaffolding, advance organizers, anecdotal records, attribute charting, bilingual books and labels, cloze activities, cohesion links, collaborative reading, communication games, cooperative learning, culture studies, dictoglos, free voluntary reading, GIST, guided reading, imaging, and integrated curriculum projects. Annotation c. Book News, Inc., Portland, OR (booknews.com) Synopsis The third edition of Fifty Strategies for Teaching English Language Learners includes a rich assortment of practical features to support teachers as they meet some of the more daunting challenges of the 21st century classroom. All of the strategies in this book are aligned to the TESOL standards and have been field-tested in diverse classrooms. Each strategy includes a brief explanation, step-by-step instructions in how to plan and use the strategy and two classroom scenarios demonstrating how the strategy can be adapted for different grade levels and content areas. A new unique DVD included in the back of the text illustrates select strategies being used in a classroom dominated by English learners. After the demonstration lesson, one of the authors interviews the teacher for insights into how the lesson was planned and the teacher's reasons for choosing the strategy. The strategies include planning approaches, strategies for improving student involvement, vocabulary knowledge, and comprehension.. Organized into five sections which flow easily from theory and planning, through learner involvement and vocabulary building, to increasing comprehension. Numerous strategies in the theoretical overview section, plus suggestions for assessment integrated into many strategies in other sections. Provides a repertoire of non-traditional assessment ideas such as anecdotal records, performance samples, and portfolios. Integrates material on the use of educational technology such as the internet, visual aids, etc. Includes thorough, concise summary of relevant research from Krashen, Cummins, Terrell, Swain, Asher,and others. For Educators. Booknews Focusing on

Enhancing Professional Practice

Enhancing Professional Practice
Author: Danielson, Charlotte Jones, Frances Faircloth

ISBN: 0-87120-269-7
LCCN: 96025256
Dewey: 371.1/02 20
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 119

Paperback Association for Supervision & Curriculum Development

From the Publisher About the Author: Charlotte Danielson is is a program administrator for Educational Testing Service (ETS) in Princeton, New Jersey. She has taught at all levels, from kindergarten through college; worked as a consultant on curriculum planning, performance assessment, and professional development for numerous schools and school districts in the United States and overseas; and designed materials and training programs for ASCD, ETS, and the National Board for Professional Teaching Standards. In addition to authoring Enhancing Professional Practice: A Framework for Teaching, Danielson developed an ASCD Professional Inquiry Kit, Teaching for Understanding. Her work has encouraged assessment in the service of learning by both teachers and students. Synopsis About the Author: Charlotte Danielson is is a program administrator for Educational Testing Service (ETS) in Princeton, New Jersey. She has taught at all levels, from kindergarten through college; worked as a consultant on curriculum planning, performance assessment, and professional development for numerous schools and school districts in the United States and overseas; and designed materials and training programs for ASCD, ETS, and the National Board for Professional Teaching Standards. In addition to authoring Enhancing Professional Practice: A Framework for Teaching, Danielson developed an ASCD Professional Inquiry Kit, Teaching for Understanding. Her work has encouraged assessment in the service of learning by both teachers and students.

Educators on the Frontline

Educators on the Frontline
Author: Lewis, Jill Berger, Allen Jongsma, Kathleen

ISBN: 0-87207-554-0
LCCN: 2004019205
Dewey: 379.73 22
Number:

Category: Public Affairs & Policies
User Rating:
Pages: 296

Textbook Paperback International Reading Association

Synopsis Professional educators Lewis (New Jersey City U.), Jongsma (Zayed U., Abu Dhabi), and Berger (Miami U.) draw on their years of experience as classroom teachers, district supervisors, administrators, and educational consultants to provide a practical guide for classroom teachers and other school- and university-based personnel seeking to become education advocates. Coverage includes an overview of educational advocacy, deciding to advocate, becoming an informed advocate, developing a clear plan, print-based strategies, multimedia and in-person strategies, evaluating the success of advocacy initiatives, and setting new advocacy goals. Annotation ®2004 Book News, Inc., Portland, OR

Educator's Guide to Preventing and Solving Discipline Problems

Educator's Guide to Preventing and Solving Discipline Problems
Author: Boynton, Mark Boynton, Christine

ISBN: 1-4166-0237-2
LCCN: 2005024033
Dewey: 371.102/4 22
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 178

Paperback Association for Supervision & Curriculum Development

Synopsis This book considers how teachers can prevent and deal with discipline issues, focusing on children who occasionally break the rules. They describe the important elements of discipline; building-wide strategies and philosophies; and relationship, monitoring, parameter, and consequence strategies. The last section emphasizes techniques for problem students, such as bullies, those with anger issues, oppositional defiant disorder, or ADHD. Mark and Christine Boynton are both former teachers and principals. Annotation ®2006 Book News, Inc., Portland, OR

Differentiated Supervision

Differentiated Supervision
Author: Glatthorn, Allan A.

ISBN: 0-87120-275-1
LCCN: 96045895
Dewey: 371.2/03/0973 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 105

Paperback Association for Supervision & Curriculum Development

Includes bibliographical references. The foundations of differentiated supervision -- A rationale for and an overview of differentiated supervision -- Developing the foundations for differentiated supervision -- Fostering the learning-centered classroom -- The developmental options of differentiated supervision -- Providing intensive development -- Fostering cooperative professional development -- Facilitating self-directed development -- The evaluative options in a differentiated system -- Providing evaluative options -- Building homegrown differentiated models -- Developing the local model.

The Differentiated Classroom

The Differentiated Classroom
Author: Tomlinson, Carol Ann

ISBN: 0-87120-342-1
LCCN: 99006162
Dewey: 371.39/4 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 132

Paperback Association for Supervision & Curriculum Development

From the Publisher Drawing on nearly three decades of experience, Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it's so important to today's children. She offers much more than theory, filling the pages with real-life examples of teachers and students using and benefiting from differentiated instruction. Synopsis Drawing on nearly three decades of experience, Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it's so important to today's children. She offers much more than theory, filling the pages with real-life examples of teachers and students using and benefiting from differentiated instruction. Biography Carol Ann Tomlinson is Associate Professor of Educational Leadership, Foundations and Policy at The Curry School of Education, University of Virginia. Tomlinson works with teachers throughout the United States and Canada toward establishing more effectively differentiated classrooms, and is Co-Director of the University of Virginia's Summer Institute on Academic Diversity. She is also Secretary of the Executive Board of the National Association for Gifted Children. Tomlinson's research interests include differentiated instruction in the middle school, use of multiple intelligences approaches with high-risk and high-potential primary grade learners, and practices of preservice teachers related to academic diversity. She has written many articles, book chapters, and staff development materials that blend classroom and research insights. Tomlinson's experience includes 21 years as a public school teacher, working with preschoolers, middle school students, and high school students. She has taught English, language arts, German, and history. Tomlinson has administered district, level programs for struggling and advanced learners and was Virginia's Teacher of the Year in 1974. Carol Ann Tomlinson, Associate Professor of Educational Leadership, Foundations and Policy, Curry School of Education, University of Virginia, Room 179 Ruffner Hall, 405 Emmet St. S., Charlottesville, VA 22903-2494. Phone: (804) 924-7161.

Cultural Proficiency

Cultural Proficiency
Author: Lindsey, Randall B. B. Terrell, Raymond D. Robins, Kikanza Nuri Terrell, Raymond D. Robins, Kikanza Nuri

ISBN: 0-8039-6763-2
LCCN: 98051236
Dewey: 370.117/0973 21
Number:

Category: Sociology
User Rating:
Pages: 272

Textbook Paperback SAGE Publications

From the Publisher "A first-rate guide for making the changes in schools that ensure education for each and every student. Provides the concepts, history, theories, strategies, and activities to build cultural proficiency." Karen Kearney, Executive Director California School Leadership Academy "An asset for any participant in a learning community. However, it is critically important for it to be read and used by principals and other educational leaders in our K-12 schools. The activities and processes are excellent." Kieran Vaughan, Coordinator Mount St. Mary's College, Los Angeles, CA "Helps us understand why educational equity is everyone's responsibility. I recommend this book to all educators in the public school system." Phyllis J. Hart, Executive Director The Achievement Council "Breaks new ground in the effort to provide contextually appropriate environments for all students. The authors have issued a challenge to the educational community to make quality education available to all students." Allen A. Mori, Dean California State University, Los Angeles "A sensitive, thoughtful, provocative exploration of perhaps the most significant issue facing today's urban educator." Carmella S. Franco, Superintendent Whittier School District, CA Develop positive, productive responses to the diverse populations in your school and community. The authors define "cultural proficiency" as that which enables one to interact effectively in a culturally diverse environment. Use your cultural proficiency to ensure that your students are treated with respect, compassion, andthe expectation that they will achieve. Then make sure they do by adjusting your style to their needs and abilities. You, your staff, and your students can learn how to: Avoid unintentional cultural or ethnic slights Eliminate practices that create negative outcomes Recognize differences as diversity instead of seeing them as inappropriate responses Understand how historical distrust affects present-day interactions Accept that each culture finds some values and behaviors more important than others Develop and maintain good cross-cultural communications by learning to acknowledge the differences present in staff, students, and community members. Integrate cultural knowledge into staff development systems and curricula, and watch staff and student morale rise. Master concepts and skills you can translate into culture-friendly curricula, programs, and activities. As a culturally proficient school leader, you will maximize the effectiveness of communication, reduce complaints, and create a more comfortable and pleasing climate in your school. Includes 39 structured activities for developing cultural proficiency for use with students and staff. Synopsis "A first-rate guide for making the changes in schools that ensure education for each and every student. Provides the concepts, history, theories, strategies, and activities to build cultural proficiency." Karen Kearney, Executive Director California School Leadership Academy "An asset for any participant in a learning community. However, it is critically important for it to be read and used by principals and other educational leaders in our K-12 schools. The activities and processes are excellent." Kieran Vaughan, Coordinator Mount St. Mary's College, Los Angeles, CA "Helps us understand why educational equity is everyone's responsibility. I recommend this book to all educators in the public school system." Phyllis J. Hart, Executive Director The Achievement Council "Breaks new ground in the effort to provide contextually appropriate environments for all students. The authors have issued a challenge to the educational community to make quality education available to all students." Allen A. Mori, Dean California State University, Los Angeles "A sensitive, thoughtful, provocative exploration of perhaps the most significant issue facing today's urban educator." Carmella S. Franco, Superintendent Whittier School District, CA Develop positive, productive responses to the div

Creating an Inclusive School

Creating an Inclusive School
Author: Villa, Richard A. Thousand, Jacqueline S.

ISBN: 0-87120-251-4
LCCN: 95032532
Dewey: 371.9/046 20
Number:

Category: Special Education
User Rating:
Pages: 180

Paperback Association for Supervision & Curriculum Development

From the Publisher This book is a comprehensive resource on inclusive schooling -- including children and youth with disabilities in general education classrooms. The editors have gathered experts on inclusion and practitioners in the field to discuss the foundation of inclusion and describe promising practices in K-12 schools. Contributors show how schools can provide a "least restricted environment" for students with disabilities through inclusive schooling, using such instructional strategies as cooperative learning, teaming, multi-age grouping,multicultural education, social skills training, and educational technology applications. The book also addresses how to manage change in education and how to adapt curriculum in an inclusive classroom. The book lists extensive resources on inclusive education. Synopsis Written by administrators, general and special educators, and parents of students with disabilities, the eight chapters in this text explore ways that inclusive education can support a diverse student population at all grade levels. The second edition reflects ongoing concerns and developments in the field during the ten years since publication of the first edition. It offers readers the legal and historical background of inclusive education, rationales for inclusion, advice on how to facilitate the transformation of schools to embrace an inclusive ethic and practice, educational practices supportive of differentiating instruction for diverse learners, and answers to common questions and concerns about inclusive education. Annotation ®2004 Book News, Inc., Portland, OR

Creating an Inclusive School

Creating an Inclusive School
Author: Villa, Richard A. Thousand, Jacqueline S.

ISBN: 1-4166-0049-3
LCCN: 2004023185
Dewey: 371.9/046 22
Number:

Category: Special Education
User Rating:
Pages: 219

Paperback Association for Supervision & Curriculum Development

Content-Focused Coaching

Content-Focused Coaching
Author: West, Lucy Staub, Fritz C. Mack-Kirschner, Adrienne Staub, Fritz C.

ISBN: 0-325-00462-5
LCCN: 2002190847
Dewey: 372.7 21
Number:

Category: Science
User Rating:
Pages: 192

Textbook Other Format Heinemann

From the Publisher Content-Focused Coaching is a long-range professional development practice in which coaches work individually or with groups of classroom teachers. Synopsis Content-Focused Coaching is a long-range professional development practice in which coaches work individually or with groups of classroom teachers. Biography LUCY WEST has served New York City schools in a variety of roles from classroom teacher, curriculum developer, and assistant principal to teacher supervisor. Most recently, she was Director of Mathematics Instruction for Community School District #2. She participated in the creation of the Institute for Learning at the Learning Research and Development Center, University of Pittsburgh. Content-Focused Coaching is one of the products of that collaboration. FRITZ C. STAUB is a research scientist and lecturer in the Institute of Education at the University of Zrich. He is also associated with the University of Pittsburgh, as a research associate at the Learning Research and Development Center and as an international fellow with the Institute for Learning, where he was the original developer of Content-Focused Coaching , especially as it applies to mathematics.

Content Area Literacy

Content Area Literacy
Author: Readence, John E. E. Bean, Thomas W. Baldwin, R. Scott Bean, Thomas W. Baldwin, R. Scott

ISBN: 0-7872-7648-0
LCCN: 00110678
Dewey: 428.4/071/2 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 356

Textbook Paperback Kendall/Hunt Publishing Company

Booknews A book/CD-ROM package focused on promoting literacy education to preservice and inservice middle and secondary school teachers. Part A contains five chapters introducing content area literacy, discussing multiple literacies, technology and literacy, the sociopolitical nature of textbooks, and assessment. Part B consists of seven chapters of strategies for teaching and learning in content areas, with material on lesson planning, multicultural literature, and writing. The companion CD-ROM is new to this edition and contains some 500 pages of original source material and professional articles, in its entirety, short stories and poems, and video and audio clips demonstrating instructional strategies. Readence teaches education at the University of Nevada. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Comprehension Instruction

Comprehension Instruction
Author: Block, Cathy Collins Pressley, Michael (Eds.) Pressley, Michael

ISBN: 1-57230-692-0
LCCN: 2001040933
Dewey: 428.4/3 21
Number:

Category: Science
User Rating:
Pages: 414

Textbook Paperback Guilford Publications, Inc.

From the Publisher Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school. Synopsis Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school. Biography Cathy Collins Block, PhD, has served on the graduate faculty of Texas Christian University since 1977. She has taught at Southern Illinois University-Carbondale, served as Research Assistant at the Wisconsin Research and Development Center for Cognitive Development, and taught kindergarten through high school in private and public schools. Dr. Block has directed and served as principal investigator of six nationally funded research projects and has served on the boards of directors of a number of organizations, including the National Center for Research and Training for Learning Disabilities and the National Reading Conference. Michael Pressley, PhD (deceased), was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was the recipient of the 2004 E. L. Thorndike Award (American Psychological Association, Division 15), the highest award given for career research accomplishment in educational psychology.

Classroom Instruction That Works

Classroom Instruction That Works
Author: Marzano, Robert J. Pickering, Debra J. Pollock, Jane E.

ISBN: 0-87120-504-1
LCCN: 00012007
Dewey: 371.102 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 179

Paperback Association for Supervision & Curriculum Development

Internet Book Watch Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock draw upon their many years of experience and expertise as educators to effectively collaborate in providing an informative series of nine research-based strategies for the use of classroom teachers seeking to increase their student's achievement levels. These strategies include identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; questions, cues, and advance organizers. Enhanced with informative charts and graphs, and highly recommended for student teacher reading lists and classroom management studies, Classroom Instruction That Works will enable teachers to enable their students to learn how to take effective notes, work in groups, and use graphic organizers.

Building Leadership Capacity in Schools

Building Leadership Capacity in Schools
Author: Lambert, Linda Association for Supervision and Curriculum

ISBN: 0-87120-307-3
LCCN: 98040095
Dewey: 371.2/00973 21
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 135

Paperback Association for Supervision & Curriculum Development

From the Publisher In this book, Linda Lambert takes a close look at leadership in schools, which today involves far more than a single leader. The author defines leadership as the learning processes among participants in a community -- processes that lead toward a shared sense of purpose. Leadership capacity refers to the breadth of participation in leadership and the depth of skill that teachers, administrators, parents, students, and community members bring to the work. The stories of three schools -- an elementary school with low leadership capacity, a middle school with moderate leadership capacity, and a high school with high leadership capacity-reveal how school people can lead their communities to improve student learning. The stories show five features of effective leadership: (1) broad-based, skillful participation in the work of leadership, (2) inquiry-based use of information to inform decisions and practice, (3) roles and responsibilities that reflect broad involvement and collaboration, (4) reflective practice/innovation as a norm, and (5) high student achievement. This book outlines what schools and districts must do to build leadership capacity, including how to get started, how to sustain the momentum, and how to design school districts capable of supporting such work. Synopsis In this book, Linda Lambert takes a close look at leadership in schools, which today involves far more than a single leader. The author defines leadership as the learning processes among participants in a community -- processes that lead toward a shared sense of purpose. Leadership capacity refers to the breadth of participation in leadership and the depth of skill that teachers, administrators, parents, students, and community members bring to the work. The stories of three schools -- an elementary school with low leadership capacity, a middle school with moderate leadership capacity, and a high school with high leadership capacity-reveal how school people can lead their communities to improve student learning. The stories show five features of effective leadership: (1) broad-based, skillful participation in the work of leadership, (2) inquiry-based use of information to inform decisions and practice, (3) roles and responsibilities that reflect broad involvement and collaboration, (4) reflective practice/innovation as a norm, and (5) high student achievement. This book outlines what schools and districts must do to build leadership capacity, including how to get started, how to sustain the momentum, and how to design school districts capable of supporting such work.

Bringing Words to Life

Bringing Words to Life
Author: Beck, Isabel L. McKeown, Margaret G. Kucan, Linda McKeown, Margaret G. Kucan, Linda

ISBN: 1-57230-753-6
LCCN: 2001055678
Dewey: 428.1/071 21
Number:

Category: Teaching - Reading & Language
User Rating:
Pages: 148

Textbook Paperback Guilford Publications, Inc.

From the Publisher Exciting and engaging vocabulary instruction can set students on the path to a lifelong fascination with words. This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words. Booknews Three American educators and researchers from the fields of learning, language, and reading explain the rationale for robust vocabulary instruction, as a means of creating the beginning of students' lifelong fascination with words. The text provides K-12 teachers with examples of such instruction for early, intermediate, and later grades. Coverage includes criteria for selecting words for instruction, ways of introducing new vocabulary, developing vocabulary activities, using natural contexts to derive word meanings, and techniques for creating a rich verbal environment in the classroom. Annotation c. Book News, Inc., Portland, OR (booknews.com) Synopsis Exciting and engaging vocabulary instruction can set students on the path to a lifelong fascination with words. This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words. Booknews Three American educators and researchers from the fields of learning, language, and reading explain the rationale for robust vocabulary instruction, as a means of creating the beginning of students' lifelong fascination with words. The text provides K-12 teachers with examples of such instruction for early, intermediate, and later grades. Coverage includes criteria for selecting words for instruction, ways of introducing new vocabulary, developing vocabulary activities, using natural contexts to derive word meanings, and techniques for creating a rich verbal environment in the classroom. Annotation c. Book News, Inc., Portland, OR (booknews.com) Biography Isabel L. Beck, PhD, is Professor of Education in the School of Education and Senior Scientist at the Learning Research and Development Center, both at the University of Pittsburgh. Margaret G. McKeown, PhD, is a Research Scientist at the Learning Research and Development Center, University of Pittsburgh. Linda Kucan, PhD, is Assistant Professor in the Department of Instruction and Learning at the University of Pittsburgh School of Education.

Big Picture

Big Picture
Author: Littky, Dennis Grabelle, Samantha

ISBN: 0-87120-971-3
LCCN: 2004009161
Dewey: 370/.973 22
Number:

Category: Educational Levels & Settings
User Rating:
Pages: 235

Paperback Association for Supervision & Curriculum Development

From the Publisher What is the purpose of education? What kind of people do we want our children to grow up to be? How can we design schools so that students will acquire the skills they'll need to live fulfilled and productive lives? These are just a few of the questions that renowned educator Dennis Littky explores in The Big Picture: Education Is Everyone's Business. The schools Littky has created and led over the past 35 years are models for reformers everywhere: small, public schools where the curriculum is rich and meaningful, expectations are high, progress is measured against real-world standards, and families and communities are actively engaged in the educational process. Here, you'll find a moving account of just what is possible in education, with many of the examples drawn from the Metropolitan Regional Career and Technical Center ("The Met") in Providence, Rhode Island - a diverse public high school with the highest rates of attendance and college acceptance in the state. The Met exemplifies personalized learning, one student at a time. The Big Picture is a book to reenergize educators, inspire teachers in training, and start a new conversation about kids and schools, what we want for both, and how to make it happen. Synopsis Littky (director and founder, Metropolitan Regional Career and Technical Center) is one of the cofounders of Rhode Island's Metropolitan Regional Career and Technical Center. Here, writing for the broadest possible audience, he describes the philosophy that lies behind the school, frequently using examples from his experiences there to illustrate his ideas about the nature of learning, the purpose of education, ways to encourage kids to want to learn, empowering students' families, and measuring achievement. Annotation ®2004 Book News, Inc., Portland, OR

Benchmarks for Science Literacy

Benchmarks for Science Literacy
Author: Science, American Association for Advancement of Advancement, American Association for the

ISBN: 0-19-508986-3
LCCN: 93039107
Dewey: 507/.1/273 20
Number:

Category: Science
User Rating:
Pages: 418

Textbook Paperback Oxford University Press, USA

From the Publisher Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates buildinga lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century. Library Journal Benchmarks is a companion volume to the acclaimed Science for All Americans (Oxford Univ. Pr., 1990), which told us what it means to be science-literate. Intended for educators at levels K-12, Science told ``what'' while Benchmarks tells ``how.'' The result of a four-year, grass-roots project developed by six teams of educators across the United States, Benchmarks is not an actual curriculum but a ``tool'' for teachers to use in designing curriculum that fits local needs, calls upon their imagination, and meets the grade-level standards set in Science. It is anticipated that, as a ``developing product,'' Benchmarks will always be changing. This first printing guides teachers in meeting ``thresholds'' in achieving the important goal of creating science-literate adults, who can think ``critically and independently'' in this increasingly complex world. Essential for all school libraries.-- Diane M. Fortner, Univ. of California Lib., Berkeley Booknews The results of three years of work by Project 2061 of the American Association for the Advancement of Science. Six teams of K-12 educators, backed by consultants and Project staff, were charged with reconceptualizing curriculum in light of literacy goals expressed in a previous Project e

Awakening the Sleeping Giant

Awakening the Sleeping Giant
Author: Katzenmeyer, Marilyn Moller, Gayle

ISBN: 0-7619-7830-5
LCCN: 00012625
Dewey: 370/.71/55 21
Number:

Category: Teaching & Teacher Training
User Rating:
Pages: 208

Textbook Paperback SAGE Publications

From the Publisher The classic on teacher leadership, updated and enriched for the new century! As the importance for teacher leaders continues to grow, the demand for new information and new inspiration on teacher leadership grows as well. Updated research, fresh examples, and the insights of over 5,000 teacher leaders have produced a revitalized edition of this definitive work on teacher leadership, including: - Defining teacher leadership - Garnering support for teacher leadership - Developing teacher leaders - Honoring the uniqueness of teacher leaders - Building a culture that supports teacher leadership - Influencing schools through teacher leadership - Providing time for teacher leadership - Anticipating the future of teacher leadership The second edition also contains practical tips for educators at all levels, tools for self-assessment, and a new vision of the future. This significant updated edition that combines research and practical, time-tested advice in one powerful package. Synopsis The classic on teacher leadership, updated and enriched for the new century! As the importance for teacher leaders continues to grow, the demand for new information and new inspiration on teacher leadership grows as well. Updated research, fresh examples, and the insights of over 5,000 teacher leaders have produced a revitalized edition of this definitive work on teacher leadership, including: - Defining teacher leadership - Garnering support for teacher leadership - Developing teacher leaders - Honoring the uniqueness of teacher leaders - Building a culture that supports teacher leadership - Influencing schools through teacher leadership - Providing time for teacher leadership - Anticipating the future of teacher leadership The second edition also contains practical tips for educators at all levels, tools for self-assessment, and a new vision of the future. This significant updated edition that combines research and practical, time-tested advice in one powerful package.

Asking the Right Questions

Asking the Right Questions
Author: Holcomb, Edie L.

ISBN: 0-7619-7676-0
LCCN: 00010235
Dewey: 371.39/5 21
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 176

Textbook Paperback SAGE Publications

From the Publisher "What Edie Holcomb teaches actually works." Deb Larson and Tom Mooney, K-12 Improvement Committee, School District of McFarland McFarland, Wisconsin The essential aspects of school change in simple, straightforward language ... updated to meet today's demands! In this second edition, Edie Holcomb builds upon the framework she presented in the first edition and offers school leaders a greater understanding of the essential aspects of school change. Simple and straightforward, Holcomb provides a common language to bridge a variety of models and facilitate collaborative work across schools, districts, and state agencies. The first edition of Asking the Right Questions provided a framework for large- and small-scale reform by offering a set of five guiding questions: • Where are we now? • Where do we want to go • How will we get there? • How will we know we are getting there? • How can we sustain the focus and momentum? The same plain language and common-sense insights will be found in this second edition ... along with a number of valuable new contributions, including: • Current issues related to academic standards and accountability • Recommendations for resolving ambiguous site-based management • How districts and schools can interact to improve student performance • More real-world stories, examples, and illustrations about collaborative work in elementary, middle, and high schools It's an essential new resource about collaborative work in elementary, middle and high schools that will inspire readers with confidence to share leadership for school change. Synopsis "What Edie Holcomb teaches actually works." Deb Larson and Tom Mooney, K-12 Improvement Committee, School District of McFarland McFarland, Wisconsin The essential aspects of school change in simple, straightforward language ... updated to meet today's demands! In this second edition, Edie Holcomb builds upon the framework she presented in the first edition and offers school leaders a greater understanding of the essential aspects of school change. Simple and straightforward, Holcomb provides a common language to bridge a variety of models and facilitate collaborative work across schools, districts, and state agencies. The first edition of Asking the Right Questions provided a framework for large- and small-scale reform by offering a set of five guiding questions: • Where are we now? • Where do we want to go • How will we get there? • How will we know we are getting there? • How can we sustain the focus and momentum? The same plain language and common-sense insights will be found in this second edition ... along with a number of valuable new contributions, including: • Current issues related to academic standards and accountability • Recommendations for resolving ambiguous site-based management • How districts and schools can interact to improve student performance • More real-world stories, examples, and illustrations about collaborative work in elementary, middle, and high schools It's an essential new resource about collaborative work in elementary, middle and high schools that will inspire readers with confidence to share leadership for school change. Biography Edie L. Holcomb, PhD, is Executive Director of Curriculum and Instructional Services, Kenosha Unified School District No. 1, in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives:

From classroom teacher to university professor From gifted-education coordinator to mainstream teacher of children with multiple disabilities From school- and district-level administration to national and international consulting From small rural districts to the challenges of urban education She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change-including sta

American Institutions of Democracy

American Institutions of Democracy
Author: Fuhrman, Susan Lazerson, Marvin

ISBN: 0-19-517030-X
LCCN: 2004029862
Dewey: 371.01/0973 22
Number:

Category: Educational Levels & Settings
User Rating:
Pages: 544

Textbook Hardcover Oxford University Press

From the Publisher This volume is a collection of essays by leading scholars and educators that address the major challenges facing public education and suggest changes to keep the institution vital to the maintenance of an informed citizenry. Each chapter explores the ways in which the public schools are linked to the preparation of citizens, debates the concerns and disagreements, and proposes the possibilities for improvement. These proposals include recommendations that more schools make institutional commitments to civic participation in order to produce more civic-minded individuals. Further, international public school systems are analyzed, and some of their methods are considered for adoption into the American model. Library Journal The latest volume in a series that also covers the press and each branch of the federal government, this collection of essays scrutinizes the role of education in our society. The text addresses several of the major challenges facing public education: How much control should local school boards have? What are the pros and cons of school vouchers? What role should schools play in making students good citizens and members of their communities? How does the American education system compare with those of other countries? Educators and scholars explore these topics and offer their expertise and ideas on a range of issues related to democracy and public education. Some of the essays, such as John Merrow's "Youth, Media, and Citizenship," should be required reading for parents and teachers alike. Overall, however, this work will appeal to a narrower academic audience and therefore is recommended primarily for academic and larger public libraries.-Terry Christner, Hutchinson P.L., KS Copyright 2005 Reed Business Information. Synopsis This volume is a collection of essays by leading scholars and educators that address the major challenges facing public education and suggest changes to keep the institution vital to the maintenance of an informed citizenry. Each chapter explores the ways in which the public schools are linked to the preparation of citizens, debates the concerns and disagreements, and proposes the possibilities for improvement. These proposals include recommendations that more schools make institutional commitments to civic participation in order to produce more civic-minded individuals. Further, international public school systems are analyzed, and some of their methods are considered for adoption into the American model. Library Journal The latest volume in a series that also covers the press and each branch of the federal government, this collection of essays scrutinizes the role of education in our society. The text addresses several of the major challenges facing public education: How much control should local school boards have? What are the pros and cons of school vouchers? What role should schools play in making students good citizens and members of their communities? How does the American education system compare with those of other countries? Educators and scholars explore these topics and offer their expertise and ideas on a range of issues related to democracy and public education. Some of the essays, such as John Merrow's "Youth, Media, and Citizenship," should be required reading for parents and teachers alike. Overall, however, this work will appeal to a narrower academic audience and therefore is recommended primarily for academic and larger public libraries.-Terry Christner, Hutchinson P.L., KS Copyright 2005 Reed Business Information. Biography Susan H. Fuhrman is Dean of the Graduate School of Education and George and Diane Weiss Professor of Education at the University of Pennsylvania. She is also the founder and director of the Consortium for Policy Research in Education (CPRE), an extensive, five-university program of research and dissemination. Marvin Lazerson is Howard P. and Judith R. Berkowitz Professor of Education and Co-Chair of the Higher Education Division in the Graduate School of Education at the University of Pennsylvania. University

Accountability for Learning

Accountability for Learning
Author: Reeves, Douglas B. Association for Supervision and Curriculum

ISBN: 0-87120-833-4
LCCN: 2003022597
Dewey: 379.1/58 22
Number:

Category: Educational Theory, Research & History
User Rating:
Pages: 160

Paperback Association for Supervision & Curriculum Development

From the Publisher Accountability. The very mention of the word strikes fear in the hearts of many teachers and school leaders, leading to confusion and panic rather than improved student achievement. Author Douglas B. Reeves explains how to transform accountability from destructive and demoralizing accounting drills into a constructive decision-making process that improves teaching, learning, and leadership. Reeves encourages educators to become proactive in developing student-centered accountability systems. These systems capture the many aspects of teaching that test scores don't reveal-they tell the stories behind the numbers. Reeves shows how educators can create accountability systems that enhance teacher motivation and lead to significant improvements in student achievement and equity, even in traditionally low-performing schools. Accountability for Learning explains how to build a student-centered accountability system by examining key indicators in teaching, leadership, curriculum, and parent and community involvement. Focusing on the classroom, it outlines how teachers can become leaders in accountability by using a four-step process of observation, reflection, synthesis, and replication of effective teaching practices. Finally, the author discusses the role of local, state, and federal policymakers and corrects the myths associated with No Child Left Behind. "As educators, we have two choices," Reeves says. "We can rail against the system, hoping that standards and testing are a passing fad, or we can lead the way in a fundamental reformulation of educational accountability." Accountability for Learning gives readers the helping hand they need to lead the way to fair andcomprehensive accountability. Douglas B. Reeves leads the Center for Performance Assessment, an international organization dedicated to improving student achievement and educational equity. He is the author of 17 books, including the best-selling Making Standards Work. Synopsis Accountability. The very mention of the word strikes fear in the hearts of many teachers and school leaders, leading to confusion and panic rather than improved student achievement. Author Douglas B. Reeves explains how to transform accountability from destructive and demoralizing accounting drills into a constructive decision-making process that improves teaching, learning, and leadership. Reeves encourages educators to become proactive in developing student-centered accountability systems. These systems capture the many aspects of teaching that test scores don't reveal-they tell the stories behind the numbers. Reeves shows how educators can create accountability systems that enhance teacher motivation and lead to significant improvements in student achievement and equity, even in traditionally low-performing schools. Accountability for Learning explains how to build a student-centered accountability system by examining key indicators in teaching, leadership, curriculum, and parent and community involvement. Focusing on the classroom, it outlines how teachers can become leaders in accountability by using a four-step process of observation, reflection, synthesis, and replication of effective teaching practices. Finally, the author discusses the role of local, state, and federal policymakers and corrects the myths associated with No Child Left Behind. "As educators, we have two choices," Reeves says. "We can rail against the system, hoping that standards and testing are a passing fad, or we can lead the way in a fundamental reformulation of educational accountability." Accountability for Learning gives readers the helping hand they need to lead the way to fair andcomprehensive accountability. Douglas B. Reeves leads the Center for Performance Assessment, an international organization dedicated to improving student achievement and educational equity. He is the author of 17 books, including the best-selling Making Standards Work.

ABC Complete Book of School Marketing

ABC Complete Book of School Marketing
Author: Banach, William J. Joseph

ISBN: 0-8108-3947-4
LCCN: 00067122
Dewey: 371.2/07 21
Number:

Category: Schools -- Marketing -- Handbooks, manuals, etc
User Rating:
Pages: 352

Textbook Other Format Rowman & Littlefield Publishers, Inc.

From the Publisher Wondering how to compete in the expanding educational marketplace? This guide can help you develop a master plan for your school district and enhance your efforts to improve your schools. Through a five-step approach, this workbook will revolutionize your school's thinking. Booknews Presents a process which improves educational quality, public perceptions of schools, and coordination of efforts to change schools, designed to complement all educational initiatives. Shows how to create a master plan for a school district, and presents techniques for coordinating change activities at the building, department, and classroom levels. Discussion encompasses the nature of change and its implications, listening to feedback, and using concepts of marketing to build a marketing program. Includes a case study, examples of a marketing program, and forms needed for a district plan. All material is on perforated, three-hole paper. Lacks a subject index. Annotation c. Book News, Inc., Portland, OR (booknews.com) Synopsis Wondering how to compete in the expanding educational marketplace? This guide can help you develop a master plan for your school district and enhance your efforts to improve your schools. Through a five-step approach, this workbook will revolutionize your school's thinking. Booknews Presents a process which improves educational quality, public perceptions of schools, and coordination of efforts to change schools, designed to complement all educational initiatives. Shows how to create a master plan for a school district, and presents techniques for coordinating change activities at the building, department, and classroom levels. Discussion encompasses the nature of change and its implications, listening to feedback, and using concepts of marketing to build a marketing program. Includes a case study, examples of a marketing program, and forms needed for a district plan. All material is on perforated, three-hole paper. Lacks a subject index. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Writing Meaningful Teacher Evaluations - Right Now!!

Words, Words, Words

Words Their Way

Word Journeys

Winning Strategies for Classroom Management

Why the Religious Right Is Wrong

Whole-Faculty Study Groups

Walk Awhile in My Shoes

Visualizing and Verbalizing for Language Comprehension and Thinking

Vision in Action

Transforming Schools

Transforming Classroom Grading

Timed Readings Plus Book Nine, Vol. 9

Timed Readings in Literature

Timed Readings

Thinking in the Future Tense

Techniques in the Clinical Supervision of Teachers

Teaching through Sensory-Motor Experiences

Teaching Effective Classroom Routines

Teachers Wanted

Teachers Evaluating Teachers

Teacher Leadership That Strengthens Professional Practice

Teacher Evaluation to Enhance Professional Practice

Sustaining Change in Schools

Supervision for Learning

Succeeding with Standards

Student-Involved Classroom Assessment

Step up to Writing

Step up to Writing

Step up to Writing

Step up to Writing

Step up to Writing

Step up to Writing

Step up to Writing

Step up to Writing

Step up to Writing

Speech to Print

Sounds and Letters for Readers and Spellers

So Each May Learn

So - What's a Tutor to Do?, Vol. 1

The Skillful Leader

SIPPS : systematic instruction in phoneme awareness, phonics, and sight words

SIPPS : systematic instruction in phoneme awareness, phonics, and sight words

Self-Renewing School

Schools That Learn

Schools of Quality

The Schooling Practices that Matter Most

School Leadership That Works

Rolling the Elephant Over

Rewards

Rewards

Results Now

Results Fieldbook

Results

Results

Reframing Teacher Leadership to Improve Your School

Reframing organizations : artistry, choice, and leadership

Reading - Learning Strategies

Read Naturally 3.0

Read Naturally 1.0

Read All about It!

Questioning the Author, Vol. 1

Qualities of Effective Teachers

Professional Learning Communities at Work

Principles and Standards for School Mathematics

Principle Centered Leadership

Principals in the Public Engaging Community Support

Practice With Student-Involved Classroom Assessment

Practical Ideas for Teaching Writing as a Process, Elementary and Middle Grade Levels

Practical Ideas for Teaching Writing as a Process at the High School and College Levels, Revised Edition

Practical Guide for Instructional Supervision

Phonology Practice for Application and Transfer Volume 3

Phonology Practice for Application and Transfer Volume 2

Phonology Practice for Application and Transfer Volume 1

Phonology Lesson Plans Volume 2

Phonology Lesson Plans Volume 1

Phonology Lesson Plans Volume 1

The Phonological Awareness Kit

Organizing for Successful School-Based Management

One-Minute Academic Functional Assessment and Interventions