Divided into sections that represent the key features of effective services for gifted and talented students, this is a comprehensive and authoritative source of practical information for schools and districts charged with the daunting task of developing and/or enhancing G/T programs and services.
This book provides guidance, tips, and suggestions for planning professional events that will result in substantial learning for participants. Written for professionals with all levels of experience and is based on the authors experiences with designing and conducting meetings.
Designing the School Leader's Portfolio provides school leaders with a practical guide to developing a data-based leadership growth plan. Linking leadership growth to school improvement goals, the author provides tools for: Creating a personal growth plan; Targeting goals and action steps; Defining a collaborative school assessment and action plan; and Incorporating standards.
A New Architecture for Professional Development in Schools
The purpose of Designs for Learning is to propose a set of design principles for expanding and legitimizing learning opportunities for teachers and other professional educators in schools. Using the metaphor of architecture, Designs for Learning proposes new designs for creating learning spaces for professional educators that challenge the boundaries, forms, and purposes of traditional design, delivery, content, and outcomes of professional development. Building on empirical research and exemplary practices, Designs for Learning provides examples of professional learning expressed in this new architecture in its most natural setting-- in schools and classrooms. Formal and informal professional learning, beyond the school are also included in the landscape for professional learning.
Cheating is a problem that affects all teachers. This no-nonsense approach to cheating is essential reading for all teachers, principals, and policy makers. Practical classroom examples show how cheating occurs, how it can be detected, and how it can be deterred. Gregory Cizek, esteemed scholar and former classroom teacher, combines key findings ......
Moving Beyond Management Through Relationships, Relevance, and Rigor
Discover powerful ways to connect with your students! All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, Developing a Learning Classroom explores how to create a thriving, learning-centered classroom through three critical concepts?relationships, relevance, and rigor. Discover how you can: Develop an interactive learning mindset Create a safe environment where students question, explore, and discover Uncover a student's learning profile as well as your own teaching style Use student input to create classroom practices and procedures Apply brain-based instructional strategies to keep students engaged Use student surveys and a personal education plan to improve learning environments Filled with classroom stories, starter worksheets, and action steps, this book reveals the secrets to transforming an ordinary classroom into an extraordinary learning community!
Help teachers move past the grind of daily survival to the fulfillment of career-long professional development! Imagine someone telling you that, within three years, your new teachers would leave the profession for which they trained so hard. That's what is happening to 30% of today's promising new teachers who are not given the mentoring, ......
Help teachers move past the grind of daily survival to the fulfillment of career-long professional development! Imagine someone telling you that, within three years, your new teachers would leave the profession for which they trained so hard. That's what is happening to 30% of today's promising new teachers who are not given the mentoring, ......
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.
