Professional Development
A New Architecture for K-12 Schooling
Rose L. Colby
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Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools.
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Cases and Commentaries
Edited by Meira Levinson and Jacob Fay
Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake.
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What Every Classroom Teacher Needs to Know
Joyce W. Nutta, Carine Strebel, Kouider Mokhtari, Florin M. Mihai, and Edwidge Crevecoeur-Bryant
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In Educating English Learners, Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, Preparing Every Teacher to Reach English Learners, the authors now turn their attention to the needs of K–12 teachers who typically have two or three English learners in their classrooms.
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Stories and Strategies
Joyce W. Nutta, Foreword by Carine M. Feyten
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The engaging profiles of English Learners at Home and at School offer access to a deeper and broader understanding of the lived experiences of English learners and their families. Such knowledge is essential for all educators in order to anticipate the needs of, and best support, English learners.
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Strategies and Practices for Leadership Development
Eleanor Drago-Severson
How can we prepare practicing and aspiring education leaders for the complex, adaptive challenges they face? In Helping Educators Grow, Eleanor Drago-Severson presents a new approach to leadership development.
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Continuous Improvement in Classrooms, Schools, and Districts
Ann Jaquith
How to Create the Conditions for Learning shows how the conditions for continuously improving instruction can be created at every level—from the classroom to the school to the central office.
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A Framework for Collaborative Professional Learning
Christina L. Dobbs, Jacy Ippolito, and Megin Charner-Laird, Foreword by Elizabeth A. City
Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.
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A Data Wise DVD and Facilitator’s Guide
Kathryn Parker Boudett, Elizabeth A. City, and Marcia K. Russell
Based on Data Wise and Data Wise in Action, Key Elements of Observing Practice offers insight into one of the most challenging steps in capturing data about school performance: observing and analyzing instructional practice.
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A Framework for Implementing School Change
Mary Ann Wolf, Elizabeth Bobst, and Nancy Mangum
Leading Personalized and Digital Learning provides needed guidance for principals, aspiring principals, and other school leaders at a critical time when educators are looking to put the power of technology to work for student-centered learning. The authors identify eight leadership essentials that school leaders must attend to if they are to lead an effective and sustainable transition to a new way of teaching and learning. They also offer resources and wisdom gleaned from years in the field.
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Making the Most of Collaborative Time for Educators
Kathryn Parker Boudett and Elizabeth A. City
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This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, attempts to bring about a fundamental shift in how educators think about the meetings we attend. They make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is the key to increasing student achievement.
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