Common-Sense Evidence: The Education Leader's Guide to Using Data and Research
(N. Gordon & C. Conaway) 2020
Written by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action. In the book, Nora Gordon and Carrie Conaway empower educators to address the federal Every Student Succeeds Act mandate that schools use evidence-based improvement strategies. Recommendations include utilizing existing research; generating evidence on the success of their own improvement efforts; and building an organizational culture of evidence use. The authors walk readers through the processes for determining whether research is relevant and convincing; explain useful statistical concepts; and show how to quickly search for and scan research studies for the necessary information. The book directs readers through case studies of typical scenarios including a superintendent trying to reduce chronic absenteeism; a middle school math department chair trying to improve student performance on exams; and a chief state school officer attempting to recruit teachers for rural schools. Common-Sense Evidence helps education leaders build capacity for evidence-based practice in their schools and districts.
Practical Pedagogy: 40 New Ways to Teach and Learn
(M. Sharples) 2019
Practical Pedagogy expands the universe of teaching and learning. It provides an accessible guide to new and emerging innovations in education, with insights into how to become more effective as a teacher and learner. New teachers will find a comprehensive introduction to innovative ways of teaching and learning. Experienced educators will be surprised by the range of useful pedagogies, such as translanguaging, crossover learning, teachback, bricolage and rhizomatic learning. Policy makers will gain evidence of how new teaching methods work in practice, with resources for curriculum design and course development. Drawing on material from the hugely influential Innovating Pedagogy series of reports, this book is a compilation of the 40 most relevant pedagogies, covering: innovative ways to teach and learn; how pedagogies are adopted in new ways for a digital age; evidence on how and why different methods of teaching work, including case studies set in classrooms, informal settings, and online learning spaces; practical implications of the latest research into the science of learning, combining psychology, education, social sciences and neuroscience. Organised around six themes – Personalization, Connectivity, Reflection, Extension, Embodiment and Scale – Practical Pedagogy is a comprehensive source for teachers, policy makers, educational researchers and anyone interested in new ways to teach and learn.
Teaching Children Online: A Conversation-based Approach
(C. Meskill and N. Anthony) 2018
What does best practice in online education look like? How can educators make use of the affordances offered by online environments to bring out the best in the children they teach? These questions are answered in this new textbook, written with experienced teachers, novice educators and teacher educators in mind. Meskill and Anthony offer a wealth of examples of what successful online teaching looks like, and provide a rich source of practical, conversation-based strategies for optimizing online learning. This book will inspire anyone teaching or planning to teach fully online, or in a blended or hybrid format, by demonstrating how well constructed online conversations constitute powerful teaching.
Creativity & Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy
(J. Baxter, G. Callaghan and J. McAvoy) 2018
This book explores emerging practices in distance education that have been facilitated by the development of educational technology. The volume examines core themes in distance education including online education at scale, embodiment in online environments, connectivity in online education and the personalisation of learning experiences within online education. The first section of the book examines online teaching tools, and explores how they are being used to enhance and promote student learning. The second looks at some of the broader challenges encountered by online teachers and those responsible for designing online learning material. While this volume will be of significant interest to distance learning universities and colleges, it will also be a valuable resource to traditional Higher Education Institutions, who are increasingly searching for innovative ways to reach and teach their students. This edited collection will be of value to scholars of online education as well as practitioners and policy makers looking to enrich their notions of online pedagogy.
Inclusion in Action: Practical Strategies to Modify your Curriculum
(N. Eredics) 2018
How can K–12 educators break down the barriers to full inclusion and teach all learners effectively? Curriculum modifications are the key—and Nicole Eredics is the expert! A seasoned educator and creator of popular blog The Inclusive Class, Eredics introduces you to the what and how of inclusion in this motivating, reader-friendly guidebook. You'll start with a big-picture guide to creating an inclusive culture in your classroom and school, with invaluable guidance on key topics like team collaboration, universal design for learning, co-teaching, social-emotional supports, and accommodations. Then you'll get 40 specific, teacher-tested strategies to modify your curriculum for students who work below grade level. Ready to use in your classroom right away, each strategy comes with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. Equally useful as a beginner's guide to inclusion and a goldmine of practical ideas for experienced teachers, this must-have book will help make your curriculum “possible and achievable” for every learner, with and without disabilities.
Understanding Inclusion: Core Concepts, Policy and Practice
(R. Woolley) 2018
Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive' in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception. Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class; Global perspectives on culture and identity; Aspirations and social mobility; Relationships and sexual behaviours; Gender equality and diversity; Perceptions of ability and disability; Barriers to learning; Multilingualism in schools; Religion and belief Restorative justice for inclusion; Inclusion and the arts; Teaching Assistants and inclusion; The central role of leadership. Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.
Inclusion in Context: Policy, Practice and Pedagogy
(Ó. Ní Bhroin) 2017
Recent years have seen a rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland. This book investigates how resource teachers and class teachers interpret the policy and principles of inclusion and enact these in their practice. Based on a study of nine resource teachers and nine class teachers, each paired in a particular school, it includes material from both interviews and observations of practice, providing a detailed qualitative account of the actions and interactions of teaching/learning experiences. The findings provide valuable insights into how inclusion is understood, interpreted and experienced in the classroom. They will be of interest to all those who are active in the field of education for inclusion, particularly teachers and policymakers.
Reconsidering Inclusion: Sustaining and Building Inclusive Practices in Schools
(A. Ekins) 2016
Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff's social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level. Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools.
Transition for Pupils with Special Educational Needs: Implications for Inclusion Practice and Policy
(G. Scanlon, Y. Barnes-Holmes, M. Shevlin and C. McGuckian) 2019
Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.
Live Well, Teach Well: A Practical Approach to Wellbeing That Works
(A. Mann) 2018
Stressed? Overworked? Drowning in marking? This book has it covered. In order to secure the best possible outcomes for your pupils, you must look after your own wellbeing, and Live Well, Teach Well is jam-packed with 90 practical ideas and strategies to help you do just that.#Teacher5aday advocate Abigail Mann provides advice, activities and techniques that any primary or secondary teacher can use to support their own mindfulness, wellbeing, and physical and mental health, and that of their colleagues too. The ideas will help you to stay energised, focused and positive throughout the school year, and to work more efficiently and effectively, so you can maintain a healthy work-life balance. There are also tips on building constructive, fulfilling relationships with the community you are serving, on supporting pupil wellbeing (because a happy class means a happy teacher!) and on making wellbeing a focus at a whole-school level.
Wellbeing in the Primary Classroom: A Practical Guide to Teaching Happiness
(J. Baxter, G. Callaghan and J. McAvoy) 2018
Evidence has shown that happy people (those who experience more positive emotions) perform better in school, enjoy healthier relationships, are generally more successful and even live longer! It is an ever-growing concern, therefore, that children's levels of happiness and wellbeing are decreasing, while their levels of stress, anxiety and depression are increasing. As a result, many schools and teachers are looking for accessible ways to address these mental health problems in young people. In this practical and thoughtful book, experienced teacher and advisor on children's wellbeing, Adrian Bethune, takes the latest evidence and research from the science of happiness and positive psychology and brings them to life. Wellbeing in the Primary Classroom is packed full of tried-and-tested activities and techniques and has a foreword by Sir Anthony Seldon, former Master of Wellington College, well known for introducing and advocating happiness and wellbeing in education. It is an essential guide to supporting emotional and mental wellbeing in the primary classroom.
Teaching Happiness and Well-Being in Schools
(I. Morris) 2015
This updated edition is a theoretical and practical guide to implementing a well-being programme in your school. The book covers three areas: well-being as a philosophy of education, the teaching approach to well-being and the content that might form a well-being programme in a school. It is also a manifesto for a meaningful aim to education. There has recently been an explosion of interest in positive psychology and the teaching of well-being and 'happiness 'in the PSHE world in schools and many teachers are looking for clear information on how to implement these potentially life-changing ideas in the classroom. This book provides an introduction to the theory of positive psychology and a practical guide on how to implement the theory in (primarily secondary) schools. It is written by Ian Morris who worked under Anthony Seldon at Wellington College which is well-known for its well-being and happiness curriculum.
The Mentally Healthy Schools Workbook: Practical Tips, Ideas, Action Plans and Worksheets for Making Meaningful Change
(P. Knightsmith) 2020
This book is the perfect starting point for anyone looking to promote and encourage mental health in their school, or evaluate their existing provision, in line with current government priorities. It covers not only the day-to-day practical steps you can take to meet the mental health needs of learners, but also a provides a whole bank of ideas for ensuring you adopt a whole-school approach to positive mental health. Pooky Knightsmith lays out tried and tested tools you can use to evaluate the overall mental health of a school, showing how to improve and support the mental health of staff, and how to ensure that the voice of every learner is heard and valued, including the most vulnerable - and that everyone involved with the school feels safe, healthy and happy. Pooky's simple 'litmus test' framework lays out six practical areas you can explore to implement change within your own school, with explanations, sheets to fill in, tips from loads of school staff, and case examples that break these ideas down into easily digestible chunks. This much-needed book is a jumping off point for meaningful change in all aspects of your school community that will promote, support and strengthen mental health at whole-school level.
Character Toolkit for Teachers: 100+ Classroom and Whole School Character Education Activities for 5 to 11 Year Olds
(F. Roberts & E. Wright) 2018
This accessible and much-needed resource sets out advice on how to develop character and encourage wellbeing in pupils aged 5-11.Schools are increasingly aware of how beneficial positive character skills can be, but resources on how to develop them are scarce. This book gives teachers the means to promote gratitude, positive emotions, character strengths, and positive relationships through 100+ easy-to-implement activities such as student diaries, classroom displays and letter writing campaigns. It also includes tools and strategies that go beyond the classroom, helping to embed character education into the culture and ethos of the entire school. Each chapter will include a short introduction to the relevant theoretical background, and all activities are based on validated character education and positive psychology interventions. Bite-sized and practical, and full of ideas that can be dipped in and out of in the classroom, this is an ideal book for busy teachers.
Personal Well-being Lessons for Secondary Schools: Positive Psychology in Action for 11 to 14 Year Olds
(l. Boniwell & L. Ryan) 2012
This book offers practitioners working with 11-14 year olds, a highly practical education resource for running well being lessons.
Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow
(F. McCallum & D. Price) 2016
At the core of education, the notion of wellbeing permeates both learner and teacher wellbeing. This book explores the central role and responsibility of education in ensuring the wellbeing of children and young people. Through the employment of vignettes, proactive educational wellbeing initiatives are provided to address issues pertaining to learner and teacher wellbeing, mainstream classrooms, educational marginalisation, disabilities, cyber citizens, initial teacher education and rural education. Through employing diverging theoretical approaches of; expectancy x value theory; ecological systems theory and community practices across digital imagery; case studies; questionnaires and survey methodology, the key message of the centrality of wellbeing to educational success pervades. This book provides a critical engagement with the educational discourse of wellbeing, whilst addressing issues impacting on wellbeing with worldwide implications. It offers a unique insight into both learner and teacher wellbeing and how education can contribute to enhancing wellbeing outcomes for society in general.
100 Ideas for Primary Teachers: Numeracy Difficulties and Dyscalculia
(P. Babtie) 2017
100 Ideas for Primary Teachers: Numeracy Difficulties and Dyscalculia provides specially-designed games and activities to help build firm foundations in basic number concepts. All the ideas have been tried-and-tested in specialist and mainstream schools and are designed to encourage children to talk about numbers in a natural way using everyday contexts. The book begins with a focus on counting skills, before moving on to place value structure, multiplication and division. As well as teaching key facts, the ideas in this book will develop pupils' understanding so that they become flexible thinkers who can use numbers to solve a variety of mathematical problems. The ideas require minimum preparation and resources, and are perfect for use in mainstream and specialist classrooms, individual tuition sessions or as homework assignments.
100 Ideas for Secondary Teachers: Supporting Students with Numeracy Difficulties
(P. Babtie and S. Dillon) 2019
Dyscalculia experts Patricia Babtie and Sue Dillon present 100 ideas to help students with numeracy difficulties grasp the core skills required in the secondary curriculum, not just in maths but in other subjects including science, design and technology, computing and geography. Around 25 per cent of secondary school students have severe numeracy difficulties. These students are often anxious and fearful about using maths arising from a repeated failure to learn. This impacts their overall attainment. Patricia and Sue show how numeracy difficulties can be overcome using multi-sensory teaching and helping students with their study skills, revision and exam techniques. This dip-in-and-out book provides activities and games to encourage students to explore numerical ideas and discover underlying patterns across the secondary curriculum. These ideas help to develop an understanding of maths concepts and see their relevance in everyday life. 100 Ideas for Secondary Teachers: Supporting Students with Numeracy Difficulties contains adaptable ideas that are relevant across the curriculum. It will help build confidence in learners, making it a must-have resource for all schools.
Leading Powerful Professional Learning
(Deidre Le Fevre; Helen Timperley; Fiona Ell; Katherine Mary Twyford) 2020
You are central to effective professional learning! For professional learning to have a meaningful impact, it needs to be sustained, collaborative, evidence-informed, and student focused—generating multifaceted solutions to real-life issues. Gone are the one-size-fits-all answers—instead, you'll use your knowledge and expertise to lead your PLC in actively solving complex problems. This book, based on the results of a five-year research study, provides:
- An innovative approach to the design and delivery of professional learning grounded in principles of adaptive expertise
- Easy-to-use one-page summaries of “Deliberate Acts of Facilitation”
- Guidance that's fully congruent with Learning Forward Standards for Professional Learning
Developing Teachers as Leaders: A Reflective Writing Approach
(Phil Quirke; Joy Kreeft Peyton; Jill Burton; Carla L Reichmann; Latricia Trites) 2021
This book focuses on reflective writing as a way to guide teachers to recognise their leadership strengths and develop as leaders. It explores leadership considerations in a range of teaching contexts, with each chapter raising diverse issues for aspiring leaders.
Nine Professional Conversations to Change Our Schools
(William Sommers; Diane Zimmerman) 2018
Improve collective efficacy in schools through meaningful professional conversations.
As technology substitutes for face-to-face connections, educators can feel like they're practising their craft in isolation. Nine Professional Conversations to Change Our Schools is a framework for revitalising the art of the professional conversation. It guides educators through structures for collaboration, offers access to vast storehouses of applied wisdom, and facilitates a coherent knowledge base for standards of excellence. Readers will find nine conversational strategies designed to promote collective teacher efficacy learning scenarios, that demonstrate the effectiveness of these conversations in action, accessible Conversational Dashboard that assists in analysing conditions for success. Face-to-face conversational skill is a fundamental foundation for establishing effective relationships and collaboration. Drawing from their rich careers with coaching and facilitation, the authors of this book offer strategies that will expand your conversational repertoire and provide insight into how to respond meaningfully in an ever-changing environment.
10 Mindframes for Leaders: The Visible Learning® Approach to School Success
(John Hattie; Raymond Smith) 2021
It's not what you do, it's how you think about what you do. A must-have resource for any educator working toward student achievement at ever-higher levels, 10 Mindframes for Leaders: The VISIBLE LEARNING® Approach to School Success brings the mindframes of ten world-renowned educators to life. Each chapter, written by a different thought leader, details a mindframe at the heart of successful school leadership. It includes:
- The most current, up-to-date findings from the Visible Learning research, including the factors from Visible Learning that support each mindframe
- Practical ideas for leaders to implement high-impact strategies in classrooms and schools
- Resources to help educators clarify and refine their own mindframes.
The Lead Learner: Improving Clarity, Coherence and Capacity for All
(Michael McDowell) 2018
To make a lasting impact, start with your own learning. What's better: a rigorous system that emphasises traditional academics, or an innovative one that prepares students for tomorrow's world? With McDowell's new model of educational leadership, you don't have to choose. You can create an impactful system that ensures growth for all students in both core academic content and 21st-century skills. The Lead Learner shows you how starting with your own professional learning helps you plan for and meet the unique learning needs of staff and students—while getting the biggest impact from your limited time. You'll also find ways to:
- Ensure clarity in strategic planning
- Establish coherence throughout the system
- Enact system-wide capacity-building processes
- Craft your personal leadership skills
With practical examples, stories from the field, and numerous activities and reflective questions, this insightful book takes you step-by-step through the work of the learning leader—so you can ensure engaged learning for all. The enduring contribution of this book is in the guidance it provides leaders to recognise that they are part, an important part, but just a part, of a networked system. As such, their decisions and actions send messages throughout the system about what is valued and what is not. Take heed to McDowell's advice and you'll have a healthy, growth-producing system that will be the envy of those around you. The work is possible, the information is available, and the results are clear.
Advocacy for Teacher Leadership: Opportunity, Preparation, Support, and Pathways
(Susan Lovett) 2018
This book advocates for an alternative to the hierarchical positioning of leaders. It proposes to value leadership practices which emerge from collective concerns about learning and the realisation that collegial interactions offer opportunities for rich explorations of pedagogy and new understandings to be developed. The book draws upon illustrative examples from a longitudinal study of early career teachers, entitled “Teachers of Promise: Aspirations and Realities”. It explores matters of personal ambition, support from significant others, and barriers to teacher leadership. It shows that these vary from context to context and individual to individual. Examples highlight the ways in which each teacher's experience has been enabled and constrained by different considerations. In combination, the examples offered demonstrate the need for the teaching profession to be more systematic in identifying and supporting talented teachers who could be the leaders of learning for tomorrow. The book shows that individuals themselves need to have an openness to consider how they might become more effective teachers through their engagement in leadership work. This, it suggests, involves developing a different conception of leadership to counter the prevailing view that leadership is typically positional and defined by its distance from classroom teaching. The more promising portrayal is to link teacher leadership explicitly with learning.
Teacher Leadership in Professional Development Schools
(Jana Hunzicker) 2018
This edited collection occupies a unique position as the first book to explore teacher leadership within the context of professional development schools (PDSs) and other school-university partnerships in the United States. In today's educational climate of data, differentiation, and accountability, teacher leadership is essential. Professional development schools and other school-university partnerships support teacher leader development by prioritising teacher learning, modelling best practices, encouraging instructional innovations, and pursuing educational research and other scholarly work. Because PDSs and other school-university partnerships offer distinctive occasions for teachers to engage in leadership roles and responsibilities, a closer look at teacher leadership within these contexts provides a valuable learning opportunity and inspiration of all educators. Written for aspiring teacher leaders as well as for those who teach, research, and lead in PDSs and other school-university partnerships, Teacher Leadership in Professional Development Schools will immerse readers in deep exploration of teacher leadership across three broad areas:
- Teacher leadership and student learning
- Definitions, structures, and cultures that promote teacher leadership
- Teacher leader preparation and development.
Following a thought-provoking foreword and two introductory chapters, each of the book's three sections features three to four research-based chapters, written by higher education faculty and practising P-12 teachers and administrators; a scholarly synthesis chapter, written by a known expert in the field; and three to four teacher leader reflections, written by aspiring, developing, and experienced teacher leaders from across the United States.
Leadership and Literacy: Principals, Partnerships and Pathways to Improvement
(Neil Dempster; Tony Townsend; Greer Johnson; Anne Bayetto; Susan Lovett; Elizabeth Stevens) 2017
This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research, and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools' contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue'; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read:
- The importance of an agreed moral purpose
- Sharing leadership for improvement
- Understanding what learning to read involves
- Implementing and evaluating reading interventions
- Recognising the need for support for leaders' learning on-the-job.
Uplifting Leadership: How Organisations, Teams and Communities Raise Performance
(Andy Hargreaves, Alan Boyle and Alma Harris) 2014
What does it take to do more with less? How can you do better than before, or better than others? How do you turn losses into wins, or near-bankruptcy into strong profitability, or abject failure into stellar success?
The power of uplift enables any organisation to do more with
less, beat the competition, and perform better than ever. Leaders who uplift their employees' passions, intellects, and commitments produce remarkable results.
Based on original research from a seven-year global study,
Uplifting Leadership reveals how leaders from diverse organisations inspired and uplifted their teams' performance.
Distilling the six common characteristics of leaders at high-performing organisations across business, sports, and education, authors Andy Hargreaves, Alan Boyle, and Alma Harris explore the nature of uplift, its impact on performance, and the ways to achieve it within and beyond an organisation's walls, revealing how leaders:
- Identify and articulate an inspiring dream that is coherently
connected to the best of what the organisation has been before
- Pursue that dream at a sustainable pace without squandering
resources, incurring excessive debt, or burning people out
- Forge paths of innovation and improvement that others have
overlooked or rejected
- Monitor progress by using metrics and indicators in a mindful
and meaningful way
- Build teams that naturally pull people into change rather than
pushing them through it
Featuring case studies of organisations as diverse as
Shoebuy.com, Fiat, Dogfish Head Craft Brewery, Marks & Spencer, Cricket Australia, Burnley Football Club, and the Vancouver Giants, as well as world-leading educational systems, Uplifting Leadership provides tools for leaders to incorporate these performance-driving strategies into their own.
For leaders who want their people to try harder, transform what they do, reach for a higher purpose, and stay resolute and resilient when opposing forces threaten to defeat them,
Uplifting Leadership provides a path to better performance
across any organisation.