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"In a world filled with diverse students inhabiting diverse classrooms, inclusive education becomes more important by the day. In Inclusion Strategies and Interventions, Second Edition, author Toby J. Karten aims to help educators provide a strong learning path for students and create a classroom conducive to both general learners and those with special needs. By using interventions connected to individual personalities, characteristics, and abilities, K-12 educators will create more inclusive classrooms and help students thrive to the point of exceeding expectations"--
"In Collaboration for Career and Technical Education: Teamwork Beyond the Core Content Areas in a PLC authors Wendy Custable and Paul C. Farmer provide a guide for readers who wish to integrate the PLC process into their CTE programs of study. The authors note that CTE teachers are often singleton teachers and, as a result, are often left out of the collaborative process - if they have access to one at all. Yet, the PLC system has numerous proven benefits that CTE teachers can use to develop their students' knowledge, develop rigorous academic standards and best practices, and best prepare their students for their lives post graduation. Consequently, these CTE educators need a PLC system that is structured uniquely for their situation and their fields of study. Key to developing a professional learning community consisting of multiple singleton teachers is learning how to focus on what all of these educators' fields of study have in common. Therefore, the authors provide all of the information these educators will need to define their clarity of purpose, discover their common denominators, and build a powerful collaborative process. Using this book, CTE educators and singleton teachers will learn the vital strategies necessary for team building and improvement and the creation of customizable collaborative processes"--
"In Behavior Solutions: Teaching Academic and Social Skills Through RTI at Work, authors John Hannigan, Jessica Djabravan Hannigan, Mike Mattos, and Austin Buffum address the role that student behaviors and emotional states play in schools and describe how students are generally lacking the support they need to pursue positive behaviors. This systemic behavior gap can be bridged, the authors state, by utilizing the PLC framework and RTI process to create a system of behavioral supports in multiple tiers (prevention, intervention, and remediation). However, success in this effort requires schoolwide structures that are collaborative, research-based, and practical. As such, this book provides the guidance necessary to integrate and apply essential behavior standards, processes, tools, and resources that allow the reader's school to function as a PLC that provides behavioral support at all 3 tiers through a thorough implementation of the RTI process. Readers will be able to utilize this book to develop a strong, collaborative PLC structure in their school that successfully addresses the behavioral needs of all of their students"--
"In A Teacher's Guide to Excellence in Every Classroom: Creating Support Systems for Student Success, author John R. Wink acknowledges the unique and significant role that educators play in the lives of their students both as role models and guides. Teachers in the 21st century are far more than simple educators in the lives of their students. As such, this book acts as a guide for educators who wish to maximize their impact in their students' lives and unlock their students' full potential. Readers will not only learn how to increase their effectiveness as educators, but how to push all their students toward academic excellence"--
"In Remaking Literacy: Connecting ELA and Hands-On Making, author Jacie Maslyk transforms literacy teaching and learning by integrating maker education into the classroom. Maker education--an approach to instruction that emphasizes hands-on learning experiences--creates innovative opportunities that shape students into creative thinkers. Maslyk shares practical, research-based strategies for incorporating creativity and design thinking into literary instruction. By reading this book, K-5 educators will learn how to reimagine their classrooms so that students' learning will develop in engaging and visible ways"--
"Trust is the foundational component of any thriving community. In Trust as the Core of Instructional Leadership: Protocols to Mediate Thinking, Shift Practice, and Improve Student Learning, Delia Racines dives into the importance of developing trust between educators and with their students, providing research-backed analysis of methods and behaviors to help entire schools flourish. With excellent tools and a wealth of personal experience, Racines equips the reader to dig deeper and ultimately improve teaching and learning through implemented reform"--
"In Formative Tools for Leaders in a PLC: Assessing, Analyzing, and Acting to Support Collaborative Teams, authors Kim Bailey and Chris Jakicic provide school leaders with tools and strategies to gauge the work of teams in implementing the professional learning community (PLC) process. Using the three stages of assessing, analyzing, and acting as a feedback loop, leaders examine the current reality of their schools along with major indicators of PLCs. The authors offer guidance for gathering evidence from school teams, processes, and artifacts and using data to inform and support areas that need improvement and celebrate those that are doing well. By reading this book, K-12 leaders will learn how to use a formative process to improve their schoolwide PLC practices"--
"In Doable Differentiation: Thirteen K-12, Across-the-Curriculum Strategies for Meeting the Needs of Today's Diverse Students, author Jane A.G. Kise provides thirteen research-based differentiated instruction strategies for K-12 educators to support, engage, and challenge students with diverse learning styles. While educators may question whether differentiated instruction is too complex to improve student performance, the low-effort, high-reward tools presented in this book outline structures for immediate, effective use. Doable Differentiation also aims to develop students into reflective, proficient learners-successful, thriving, engaged, agile, and maturing-who are actively engaged in their education"--
"The best way elementary educators can intervene when students struggle is by implementing the response to intervention (RTI) process. This system ensures that every student receives the additional time and support necessary for success. In Best Practices at Tier 2: Supplemental Interventions for Additional Student Support, Elementary, authors Bob Sonju, Sharon V. Kramer, Mike Mattos, and Austin Buffum offer grades K-5 teachers proven RTI strategies for responding to students who need additional support after core instruction. The authors explain that a school functioning as a professional learning community (PLC) is essential to effectively implementing RTI. Using this book, teachers and administrators will discover fundamental practices and tools to support students through a schoolwide, collaborative effort. This book belongs to a series that dissects each tier of the RTI pyramid. By reading Best Practices at Tier 2, educators discover practical strategies and ideas for successfully responding to students when they do not learn"--
When done right, small-group instruction is a powerful tool for facilitating student understanding in K-5 mathematics. Throughout the book, best practices for small-group math instruction are addressed in detail, from planning tasks that encourage deep understanding to asking effective questions to engaging learners in meaningful conversations. Readers will learn how teaching mathematics in small groups allows you to differentiate instruction for both remediation and enrichment. The included small-group instruction videos demonstrate the suggested strategies in a real-classroom setting, giving readers the opportunity to see best practice in action. Develop math-specific instruction strategies for teaching small groups in elementary school: Explore the benefits of small-group math activities and how these activities are unique compared to large-group instruction. Discover the teacher's and students' roles in small-group instruction and how teachers can help students develop the skills to fulfill their role. Learn how to apply the general tasks, questions, and evidence (TQE) process to small-group instruction in order to enhance student learning and improve your knowledge of teaching mathematics. View examples of small-group instruction, which provide both math intervention and math enrichment activities for different students. Contents: Acknowledgments Table of Contents About the Authors Introduction Chapter 1: Best Practices in Small-Group Instruction Chapter 2: The TQE Process in Small-Group Instruction Chapter 3: Discourse in Small-Group Instruction Epilogue: How to Tie It All Together References Index
The key to thriving, as both a human and an educator, rests in mindfulness, reflection, and daily self-care activities. With Take Time for You, you will discover a clear path to well-being by working through Maslow's hierarchy of needs: (1) physiological, (2) safety, (3) belonging, (4) esteem, (5) self-actualization, and (6) transcendence. The author offers a range of manageable research-based strategies, self-care surveys, and reflective teaching questions that will guide you in developing an individualized self-care plan. Embrace imperfection as you develop your own self-care plan: Understand the challenges to mindfulness for teachers and how Maslow's hierarchy of needs comes into play in your personal and professional life. Design action plans so you can meet your own physiological, safety, belonging, esteem, and self-actualization needs and, finally, transcend and connect with something greater than yourself. Take surveys and perform a daily time audit to determine how well you are meeting each of your needs. Use the journaling space and self-reflection questions provided throughout the book to reflect on your implementation efforts. Contents: Introduction Chapter 1: Understand the Framework Chapter 2: Physiological Needs Chapter 3: Safety Needs Chapter 4: Belonging Needs Chapter 5: Esteem Needs Chapter 6: Self-Actualization Needs Chapter 7: Transcendence Needs Epilogue: Final Thoughts Appendix: My Personalized Self-Care Plan References and Resources Index
"In Reclaiming Youth at Risk: Our Hope for the Future, authors Larry K. Brendtro, Martin Brokenleg, and Steve Van Bockern examine the environmental factors that lead to alienation in today's youth. This book makes the case that all children can become at risk if they possess unmet developmental needs and if they lack positive relationships with others. As with the previous edition, the third edition integrates Native American childrearing philosophies and Western psychology to create a unique alternative for reaching troubled youth. Brendtro, Brokenleg, and Bockern introduce the Circle of Courage and its four values--(1) belonging, (2) mastery, (3) independence, and (4) generosity--as the model for reclaiming disconnected and lost youth. By presenting clear and powerful tools and strategies for supporting the growth and well-being of troubled youth, Reclaiming Youth at Risk prepares educators to create effective reclaiming environments"--
"There are, unfortunately, biases and injustices built into education, and many educators struggle to fight against them. Often these practices are conveyed to students, which only exacerbates the issue. Author Carissa R. McCray, with her book Equitable Instruction, Empowered Students: A Teacher's Guide to Inclusive and Culturally Competent Classrooms, seeks to combat these biases with pedagogy that encourages students to dismantle the injustices surrounding them. The book tackles every angle of the classroom, from instructional practices and curriculum to classroom culture and communication. Practical strategies meant to encourage true equity in education allow teachers to show marginalized students they matter. Equitable Instruction, Empowered Students also encourages the reader to reflect on their own actions, with the ultimate goal of igniting change within every teacher, student, and parent involved in the education system"--
"When implemented effectively, competency-based education (CBE) promotes high levels of learning for every student. In Unpacking the Competency-Based Classroom, authors Jonathan G. Vander Els and Brian M. Stack provide educators with a framework for implementing competency-based education at the classroom and school levels. The authors assert that changing to a competency-based system is a whole-scale philosophical shift and that professional learning community (PLC) practices and structures support and guide this transition. The book unpacks how to make the shift to a competency-based system by reevaluating and revamping traditional policies, structures, and procedures, including assessment and instruction practices. By reading Unpacking the Competency-Based Classroom, educators discover how to create learning environments that promote continuous improvement and student engagement"--
"Educators make thousands of decisions each day, and without an efficient wellness routine, educators' jobs can result in prolonged stress, burnout, and emotional exhaustion. In Educator Wellness: A Guide for Sustaining Physical, Mental, Emotional, and Social Well-Being, authors Timothy D. Kanold and Tina H. Boogren provide a framework to guide and support educators in sustaining a continuous educator wellness plan. The authors explore four core dimensions of educator wellness-(1) physical, (2) mental, (3) emotional, and (4) social-and twelve corresponding routines to improve educators' professional lives by avoiding prolonged stress. By implementing the routines and strategies in this book-the foundational text of the Wellness Solutions for Educators-teachers and administrators at every level become active, reflective participants on their wellness journey"--
"In Small Changes, Big Impact: Ten Strategies to Promote Student Efficacy and Lifelong Learning, authors Anthony R. Reibel and Matt Thede describe a series of 10 small scale changes that can be utilized to create significant, positive change within schools. The authors relate their visit to Adlai Stevenson High School and their subsequent realization that there were numerous changes that could be ported from SHS to their own school. They realized that these changes could be made within their own, much smaller, school for little cost. According to the authors, there are ten small-scale changes that can be implemented in any school to encourage positive growth. In this book, the authors describe each of these changes. They deftly explain the concepts and ideas that support the effectiveness of these changes and provide numerous actionable strategies that will aid in their implementation. Through this book, readers will learn how to make big improvements through small changes"--
"In 100-Day Leaders: Making a Difference Right Now in Every School, authors Robert Eaker and Douglas Reeves suggest a new way of thinking about leadership. Whether the project is large in scope, such as changing the orientation of a school to Professional Learning Communities, or smaller in scope, such as the development of formative assessments or new grading practices in a single semester, the 100-Day Leader brings a sense of daily accomplishment, feedback, mid-course corrections, focus, and encouragement to the organization--from the classroom to the board room. Eaker and Reeves offer an integrated approach in which the leader sees connections that may not be apparent to others in the organization. Curriculum, assessment, facilities, transportation, food service, teacher evaluation, board relationships and a host of other complex interactions are at the heart of the 100-Day Leader. This book offers a practical guide for leaders at every level to make immediate transformations in culture, practice, and performance"--
Women have incredible potential to drive change in education if they step up to lead at all levels. In Step In, Step Up, authors Jane A. G. Kise and Barbara K. Watterston guide current and aspiring women leaders through a twelve-week leadership journey. An assortment of activities, reflection prompts, and stories empower readers to overcome gender barriers to female leadership and engage in opportunities to learn, grow, and lead within their school communities. This book will inspire you to step into educational leadership with confidence. Examine the need for women in leadership positions at schools and districts. Consider your own leadership identity and learn where to make adjustments. Feel empowered to overcome gender barriers, female stereotypes, and the double bind experienced by women in leadership roles. Gain tools and strategies for creating an action plan for effective instructional leadership in schools. Learn about hard and soft leadership skills and their value in educational leadership. Complete reflection activities to reinforce learning and professional leadership development. Contents: About the Authors Introduction: The Why and How of Women's Leadership Journey Chapter 1: Engaging Women in School Leadership Chapter 2: Navigating Gender Barriers Chapter 3: Finding Time for the Leadership Journey Chapter 4: Readying Yourself for Stepping Up Chapter 5: Taking the Path to Maturity Chapter 6: Knowing Your Hardwired Strengths Chapter 7: Challenging Your High-Flying and Limiting Beliefs Chapter 8: Exploring Emotional Intelligence Chapter 9: Making Yourself Heard Chapter 10: Finding the Courage for Tough Conversations Chapter 11: Encouraging More Women to Lead Chapter 12: Crafting Your Identity as a Female Leader A Final Note References and Resources Index
With foreword by Ellie Drago-Severson Acquire the knowledge and resources necessary to achieve true success as a leader and enact strategic change and school improvement. In Swimming in the Deep End, author Jennifer Abrams dives deep into the four foundational skills required of effective leadership and change management: (1) thinking before speaking, (2) preempting resistance, (3) responding to resistance, and (4) managing oneself through change and resistance. Throughout the book, readers receive ample guidance for building these vital skills and leading school initiatives and implementation plans that face 21st century challenges head-on. Develop the educational leadership skills needed to create real, strategic change in your school: Gain an understanding of the most pressing issues facing schools today, learn why they must be faced, and consider your implementation plan. Enhance your leadership and change-management abilities by mastering the four foundational skills. Learn how to utilize your new mastery of the foundational skills to have critical conversations, resolve conflict, respond to resistance, and manage yourself through change and resistance. Utilize an online appendix of quotes as a source of inspiration and motivation in guiding effective organizational change and strategic planning. Access a comprehensive self-assessment designed to assist you in your growth as a leader. Contents: Introduction Chapter 1: Thinking Before You Speak Chapter 2: Preempting Resistance Chapter 3: Responding to Resistance Chapter 4: Managing Yourself Through Change and Resistance Epilogue Appendix A: Websites That Inspire and Support Resilience Appendix B: Additional Recommended Websites
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