This inspiring resource presents the concept of a heartprint the distinctive impression that an educator s heart leaves on students and colleagues during his or her professional career. The author writes in a conversational, humorous manner as he offers his own anecdotes and reflections to help readers uncover their professional impact and foster productive, heart-centered classrooms and schools. Part 1 addresses Happiness having passion, purpose, and a positive impact in education. In part 2, Engagements, readers explore the engagement teachers must have in their work to put forth the needed energy and effort. Part 3, Alliances, asks readers to be open to forming alliances with their fellow educators so they can collaborate effectively. Next, part 4, Risk Taking, demonstrates for readers why teachers should engage in vision-focused risk taking to create sustainable change in their schools. Finally, part 5, Thought, focuses on the knowledge capacity educators should have to fulfill the heart of the teaching profession. Benefits Examine the five unique aspects of the HEART of a classroom and school Happiness, Engagements, Alliances, Risk Taking, and Thought. Answer essential questions and journal throughout the book to understand your distinctive heartprint and the influence you have left on the people in your professional education experience. Gain wisdom and profound insights from dozens of teachers and thought leaders. Explore outside print and online resources to learn more about what it means to have heart in education and how to positively affect school environment. Contents Part 1: Developing the HEART H Is for Happiness Chapter 1: The Happiness Dilemma Chapter 2: The Happiness-Passion Connection Chapter 3: What s Love Got to Do With It? Chapter 4: Got Compassion? Check! Chapter 5: Wanted Persons of Positive Character and Hope Chapter 6: The Joy-Gratitude-Stability Connection Chapter 7: What Makes You Weep? Part 2: Developing the HEART E Is for Engagement Chapter 8: Gallup Says, Full Engagement Not Ahead Chapter 9: Getting Engaged Chapter 10: It s Energy, Not Time Chapter 11: Name That Energy Quadrant Chapter 12: Avoiding the Quadrant III Drift Chapter 13: Quadrant II Time Required Chapter 14: GRIT Deliberate Daily Practice Part 3: Developing the HEART A Is for Alliances Chapter 15: The Primary Purposes of Collaboration Chapter 16: PLCs The Great Inequity Eraser Chapter 17: Oh, the Inequity Places We ll Go! Chapter 18: Stitches, Take Two Aspirin, and Reduce the Noise Chapter 19: Relational Intelligence Required Chapter 20: What Are Those Black Boxes? Chapter 21: Making Above and Beyond the Norm the Norm Part 4: Developing the HEART R Is for Risk Taking Chapter 22: What s in a Goal? Chapter 23: What s Your Brand? Chapter 24: Results or Persons? Chapter 25: Assessing Your Risk-Vision Dependency Chapter 26: Gallup Again Building Trust the Millennial Way Chapter 27: The New 3Rs Risk, Reflection, and Refinement Chapter 28: Warning Entropy Ahead! Part 5: Developing the HEART T Is for Thought Chapter 29: Your Great Adventure! Chapter 30: Discovering Your Voice More Than Opinion Chapter 31: Cleaning Up the Climate Chapter 32: Becoming a Feedback Fanatic Chapter 33: Yours, Mine, and Ours Chapter 34: Hold the Mayo! "
Author: Timothy D. Kanold
Publisher: Solution Tree Press
Release Date: 2011-08-01
Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex
As states adopt more rigorous academic standards, schools must define how special education fits into standards-aligned curricula, instruction, and assessment. Utilizing PLC practices, general and special educators must develop collaborative partnerships in order to close the achievement gap and maximize learning for all. The authors encourage all educators to take collective responsibility in improving outcomes for students with special needs.
Author: Andy Hargreaves and Michael Fullan
Publisher: Teachers College Press
Release Date: 2015-04-24
The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Although fun is sometimes seen as a barrier to real learning, joy is a vital part of effective education and motivates students to connect with what they're learning. Learn how to have meaningful conversations about where joy gets left out in schools, and discover how to equip students with the skills and qualities they'll need to achieve academic success--as well as to live fulfilling lives--by bringing joy to classrooms each day. Benefits Read about real classrooms that have successfully implemented joy. Examine education jargon that negatively impacts school culture. Gain ideas for how to make classrooms joyful learning environments. Learn how to create a sense of community among teachers and students. Discover the importance of wonder and inquiry in making students more engaged in their learning. Contents Introduction 1 The Expectations of School 2 The Definition of Joy 3 The Unfair Advantage 4 A Sense of Wonder 5 Play as Research 6 A Sense of Community 7 Gratitude Conclusion References and Resources
Copublished with the National Council of Teachers of Mathematics, this book focuses on individuals involved in K-12 mathematics education who seek to help children achieve success. The authors tackle popular misconceptions and misguided discourse about mathematics education and draw on peer-reviewed research about instruction that can significantly improve students' conceptual understanding. Benefits Explore reasons why expectations for mathematics teaching and learning must be raised. Study the history of the progression, changes, and disputes in K-12 mathematics education. Discover insights about mathematics education in an era of mathematics reform. Define mathematical literacy and what elements are part of effective mathematics instruction. Learn the steps that must be taken to support the teaching and learning of mathematics so all students can be college and career ready. Contents Introduction Why Mathematics Education Needs to Improve A Brief History of Mathematics Education: Lessons to Learn The Equilibrium Position and Effective Mathematics Instruction How to Help Your Child Learn Mathematics Conclusion and Action Steps for Educators and Parents Epilogue: Conclusion and Action Steps for Educators and Parents Appendix: Additional Resources for Parents
Author: Stephen D. Brookfield
Publisher: John Wiley & Sons
Release Date: 2012-06-14
Thoroughly revised and updated, the second edition of the landmark book Discussion as a Way of Teaching shows how to plan, conduct, and assess classroom discussions. Stephen D. Brookfield and Stephen Preskill suggest exercises for starting discussions, strategies for maintaining their momentum, and ways to elicit diverse views and voices. The book also includes new exercises and material on the intersections between discussion and the encouragement of democracy in the classroom. This revised edition expands on the original and contains information on adapting discussion methods in online teaching, on using discussion to enhance democratic participation, and on the theoretical foundations for the discussion exercises described in the book. Throughout the book, Brookfield and Preskill clearly show how discussion can enliven classrooms, and they outline practical methods for ensuring that students will come to class prepared to discuss a topic. They also explain how to balance the voices of students and teachers, while still preserving the moral, political, and pedagogic integrity of discussion.
Focus your curriculum to heighten student achievement. Learn 10 high-leverage team actions for grades 6–8 mathematics instruction and assessment. Discover the actions your team should take before a unit of instruction begins, as well as the actions and formative assessments that should occur during instruction. Examine how to most effectively reflect on assessment results, and prepare for the next unit of instruction
Author: Timothy D. Kanold
Publisher: Solution Tree
Release Date: 2011-10
Mathematics teaching and learning is an important component of your responsibilities as a principal, assistant principal, or school-based instructional leader, and it is also one of the most difficult challenges you'll face. As you think about your school or district mathematics needs, What Principals Need to Know About Teaching and Learning Mathematics helps you frame the mathematics needs and challenges faced at the school and district level around content, learning, and instructional expectations. This book will provide you with suggestions that reflect such resources as Principles and Standards for School Mathematics and the Common Core State Standards. The first four chapters each focus on one aspect of a high-quality mathematics program: content, instruction, assessment, and response to intervention. Each of these chapters includes a section on the resources informing that topic. The last four chapters look more closely at the overarching concepts of evaluation, professional development, family engagement, and taking action. All chapters include a section on priorities related to that topic.
Author: Timothy D. Kanold
Publisher: Solution Tree Press
Release Date: 2012-04-12
This teacher guide illustrates how to sustain successful implementation of the Common Core State Standards for mathematics, grades 3–5. Discover what students should learn and how they should learn it at each grade level. Comprehensive research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency.
Focus your curriculum to heighten student achievement. Learn 10 high-leverage team actions for grades 9–12 mathematics instruction and assessment. Discover the actions your team should take before a unit of instruction begins, as well as the actions and formative assessments that should occur during instruction. Examine how to most effectively reflect on assessment results, and prepare for the next unit of instruction.
What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school.