Reflective practice is an important part of CPD and many trainee teachers need support in this area of their development. This practical text introduces and contextualises reflective practice within CPD.Considering 'what is reflective practice?' and including an examination of the processes involved. This Second Edition has been updated throughout with chapters on reflective learning and teaching, enabling trainee teachers to use reflection to enhance their teaching, and how to reflect on one's own reaction, developing a deeper understanding. A Theory Focus feature is also added to encourage the reader to engage with research in this area.
Reflective practice is an important part of CPD and many trainee teachers need support in this area of their development. This practical text introduces and contextualises reflective practice within CPD.Considering 'what is reflective practice?' and including an examination of the processes involved. This Second Edition has been updated throughout with chapters on reflective learning and teaching, enabling trainee teachers to use reflection to enhance their teaching, and how to reflect on one's own reaction, developing a deeper understanding. A Theory Focus feature is also added to encourage the reader to engage with research in this area.
The connections between reflective practice and professional development are the focus for this book, which offers guidance to support lasting change and provides strategies to enable self-initiated professional development. The book includes: - traditional approaches to reflective practice - how to enhance the effectiveness of reflective practice - putting reflective practice in context - how reflective practice can improve attainment for students and staff - an Appendix of useful resources. With case studies and examples of relective practice from trainee teachers and from students studying across a range of Education courses, this book equips the reader to develop their own reflective practice framework. Relevant also to practitioners working across the children's workforce, it encourages personal and professional development for the whole range of professionals working in education and care. Peter Tarrant is a Teaching Fellow at the Moray House School of Education, University of Edinburgh.
Take your school to the next level! Are achievement scores seemingly stuck at your school? Are your teachers working hard but getting nowhere? This practical handbook of leadership advice shows how you can break through barriers of achievement and lead your staff toward even greater heights. Grounded in Candi McKay's research-proven process for instructional leadership, You Don't Have to Be Bad to Get Better makes collaborating with staff the basis for increasing teacher-and student-success. School leaders at all levels will develop: A deep understanding of how to immerse yourself in the everyday happenings of your school A workable plan for guiding teachers in their professional growth Collaboration techniques to ensure all your staff is "on the same page" Leadership skills vital to improving the quality of teaching Research shows that the most important factor in student achievement is the quality of the teacher in the classroom. Bring out the best in your teachers through strong instructional leadership and watch student achievement soar!
A companion and follow-up to Coaching Conversations, this book strives to deepen readers' thinking about the skills of coaching conversations. This workbook of real-life examples for all levels of school leaders will help them think through typical issues they face and give them ideas about new, coach-like ways to respond. Through stories, conversations, and reflections, this text serves as an effective tool for engaging and motivating everyone in the school community to work together to create extraordinary schools places of learning that inspire and engage students to become even more than they could dream. The authors motivate and support school leaders at all levels to make such transformation happen!
This practical guide to the successful implementation of Professional Learning Communities is focused on the intentional learning and actions of teachers who wish to help struggling students succeed and narrow achievement gaps. The author includes a range of professional learning designs, protocols, and tools that can be applied to various PLC contexts. Each chapter includes an installment of a realistic and meaningful case narrative that describes what happens as faculty members work toward improving learning for all students.
Much-needed direction for navigating online professional development Although many educators are on the fast track to embracing online professional development (OPD), choosing the best solution is not as simple as pushing a button. OPD expert John D. Ross's practical framework will guide you through asking the right questions and making sound development and purchasing decisions. The book's process is founded on proven principles of professional learning and instructional design. You will benefit from others' experience and expertise while efficiently charting a cost-effective course to success. This reader-friendly guide provides a path to answering these fundamental questions: Why online professional development? How much does it cost? How do I get started? What does high-quality online learning look like? What technologies are right for me? How do I put it all together? Did it work? Included are an OPD decision matrix, a step-by-step planning and implementation framework, "buyer beware" guidelines, and real-life case studies from successful OPD providers. Whether you want to purchase or create OPD, this time-saving resource will help you understand your financial options and confidently chart your course to success.
Truly inclusive education means not only including students with diverse abilities in the general classroom, but making sure every learner has the opportunity to contribute in meaningful ways. Students can be a teacher's number one resource for creating a learning environment that values all members of the classroom community. This comprehensive professional development kit enables staff developers to lead training on how to tap into students' potential as helpers, advocates, and decision makers in an inclusive classroom. Participants will learn how to: - Collaborate with students to build a cooperative, caring, and active classroom - Use collaborative learning groups, co-teaching methods, and peer tutoring to foster acceptance and cooperation - Give students a voice in instruction and learning through personal learning plans, peer mediation, and other methods The multimedia kit provides: - The companion book Collaborating With Students in Instruction and Decision Making, offering research-based strategies for empowering students in the classroom - A 72-minute, content-rich DVD, with an easy stop-and-search navigation menu; interviews with the authors; interviews with students, teachers, and administrators; and in-classroom examples of best practices - A chapter-by-chapter facilitator's guide connecting the book to the DVD and providing chapter summaries, discussion questions, application activities, and handouts - A companion CD-ROM with a printable version of the facilitator's guide An ideal resource to use with large or small groups, this multimedia kit is essential for anyone leading professional development focused on making students active partners in the teaching and learning process. Other Professional Development Multimedia Kits From Corwin: 1. Villa, A Guide to Co-Teaching 2e MMK, ISBN: 978-1-4129-5484-6 2. Thousand, Differentiating Instruction MMK, ISBN: 978-1-4129-5322-1 3. Richardson, Blogs, Wikis, Podcasts and Other Powerful Web Tools MMK 978-1-4129-7751-7 4. Tate, Reading and Language Arts Worksheets Won't Grow Dendrites MMK 978-1-4129-7562-9 5. Downey, 50 Ways to Close the Achievement Gap MMK 978-1-4129-7746-3
Coaching is not a workshop or simply a new role-it requires a leader to embrace the knowledge of how others learn and change as a result of coaching language and behaviours. Being a "coach-leader" is a key competency, a new identity, for anyone in the business of developing teachers, staff, and students. On a daily basis, coaching challenges leaders to "walk the talk"-continuously growing and improving themselves before modeling and leading others. Built upon the International Coaching Federation standards and competencies for coaching, this book introduces leaders to results coaching, a model that: - Provides a navigation system for impacting new thinking and solution finding at every level of school systems - Creates new pathways in the brain resulting in new energy and motivation - Teaches language that builds trust and scaffolds confidence and competence - Models thinking processes that move people to action - Focuses on goal clarity and multiple options leading to action and achievement.
