Find research-based answers to: "What is High-Quality Teaching?" "How is High-Quality Teaching Achieved?" The No Child Left Behind Act (NCLB) establishes a clear demand for highly qualified teachers but does little to help educators define "highly qualified" or instruct them on developing those teachers. This handbook clearly explains the concept ......
Find research-based answers to: "What is High-Quality Teaching?" "How is High-Quality Teaching Achieved?" The No Child Left Behind Act (NCLB) establishes a clear demand for highly qualified teachers but does little to help educators define "highly qualified" or instruct them on developing those teachers. This handbook clearly explains the concept ......
Teachers, parents, students, administrators and community members all generally agree that we need better grading and reporting systems. Here is the first serious look at the issue to provide all involved with a coherent and thoughtful framework. The goal to develop a deeper and more reflective understanding of the various aspects of the subject, and to bring some organization and clarity to this topic.
Teachers, parents, students, administrators and community members all generally agree that we need better grading and reporting systems. Here is the first serious look at the issue to provide all involved with a coherent and thoughtful framework. The goal to develop a deeper and more reflective understanding of the various aspects of the subject, and to bring some organization and clarity to this topic.
A Roadmap for Growing Confident and Competent Students
Building upon the groundwork from Rigorous PBL by Design, this resource provides practices that strategically support students as they move from novices to experts in core academics.
Turn teachers-and students-into tech-savvy digital citizens! When teachers harness technologies and digital resources, they build upon their teaching expertise and change the way students learn. With this comprehensive job-embedded professional development program, you will help K-12 teachers incorporate digital literacies into their classroom practice. Features include: A modular, adaptable framework that capitalizes on existing personnel and resources Instructions on developing Personal Learning Networks (PLNs) for applying digital literacies in the classroom Tips for maximizing teacher buy-in Technology-related supports for schoolwide curriculum integration A companion website with electronic planning and implementation materials, sample instructional tools, and links to resources
"Developing Critical Cultural Competence provides educators with the inspiration, knowledge, and tools to move from theory to action in seeking to eliminate the achievement gap." -Bess Scott, Director of Elementary Education Lincoln Public Schools, NE "As I read this book, it became clear that my long-held belief about the meaning of cultural competence needed a makeover. I am now convinced that my personal definition of diversity should embrace a much deeper appreciation of differences and transformative action." -Denise Carlson, Curriculum Consultant Heartland Area Education Agency, Johnston, IA Cultural competence is key to improved student achievement The increasingly diverse nature of today's schools and the need to increase the achievement of all students, no matter their background, requires 21st-century teachers to develop critical cultural competence. Looking at data is not enough. We have to know who our students are! This book shows you how to provide professional development that deepens teachers' cultural understanding. Developing Critical Cultural Competence helps educators translate new knowledge into action with activities that focus on the three inseparable insights required for developing teachers' critical cultural competency: Understanding themselves Understanding their students Understanding their students' families and communities In addition to the activities are reflection questions, group discussion questions, online extensions for facilitators, and a sample professional development plan. A companion website provides reproducible resource lists and handouts as well as examples that can serve as models for some of the activities.
Developing Community-Empowered Schools presents an effective approach to the implementation of successful school, family, and community partnership activities. Mary Ann Burke and Lawrence Picus draw on over 20 years of experience in working with schools to increase parent and community involvement. They strongly believe that by empowering stakeholders at each school site, better decisions about educational programmes will result, thereby improving learning for all students. They: examine the components of a community-empowered school; identify the stakeholders in a school; define the roles of each stakeholder, describing what each group can do to help the school reach its academic and resource goals; suggest policies and procedures that support school and community relationships; demonstrate how to seek funding to sustain a school-based community programme; explain how using the community as a school resource can provide a cost-effective solution to school finance; illustrate how the community benefits, socially and economically, from a school-community partnership; Resources and materials are also provided - sufficient to support a one-day teacher-training workshop on the utilization of parents and community tutors or mentors in the classroom - including overhead transparencies, training worksheets, and sample memos from teachers to students' families.
Developing Community-Empowered Schools presents an effective approach to the implementation of successful school, family, and community partnership activities. Mary Ann Burke and Lawrence Picus draw on over 20 years of experience in working with schools to increase parent and community involvement. They strongly believe that by empowering stakeholders at each school site, better decisions about educational programmes will result, thereby improving learning for all students. They: examine the components of a community-empowered school; identify the stakeholders in a school; define the roles of each stakeholder, describing what each group can do to help the school reach its academic and resource goals; suggest policies and procedures that support school and community relationships; demonstrate how to seek funding to sustain a school-based community programme; explain how using the community as a school resource can provide a cost-effective solution to school finance; illustrate how the community benefits, socially and economically, from a school-community partnership; Resources and materials are also provided - sufficient to support a one-day teacher-training workshop on the utilization of parents and community tutors or mentors in the classroom - including overhead transparencies, training worksheets, and sample memos from teachers to students' families.
