This practical resource shows teachers how to be effective and have a life! Author and educator Maia Heyck-Merlin explores the key habits of Together Teachers—how they plan ahead, organize work and their classrooms, and how they spend their limited free time. The end goal is always strong outcomes for their students. So what does Together, or Together Enough, look like? To some teachers it might mean neat filing systems. To others it might mean using time efficiently to get more done in fewer minutes. Regardless, Together Teachers all rely on the same skills. In six parts, the book clearly lays out these essential skills. Heyck-Merlin walks the reader through how to establish simple yet successful organizational systems. There are concrete steps that every teacher can implement to achieve greater stability and success in their classrooms and in their lives. Contains templates and tutorials to create and customize a personal organizational system and includes a companion website: www.thetogetherteacher.com Recommends various electronic or online tools to make a teacher's school day (and life!) more efficient and productive Includes a Reader's Guide, a great professional development resource; teachers will answer reflection questions, make notes about habits, and select tools that best match individual needs and preferences Ebook customers can access CD contents online.  Refer to the section in the Table of Contents labeled, Download CD/DVD Content, for detailed instructions.

    Keeping themorganized can be a challenge, but an organized classroom is essential and allows students and the teacher to fully focus on learning by eliminating distractions. Organized Teacher, Happy Classroom provides practical, proven methods for maintaining an organized classroom throughout the entire school year.Inside you’ll find:• Strategies for managing students’ papers, curriculum material, and essential paperwork• Time management tips to maximize your instruction time and lesson planning• Organizing systems you can teach your students to improve self reliance andaccountability• Checklists for starting and ending the year well organized• Helpful forms and templates you can use in your classroom• Plans for arranging a classroom that promotes positive student participation• Support to simplify your classroom• Efficient storage solutions for all teacher and student materialsWhether you teach primary, intermediate, middle school or high school, this bookwill help you organize your time, paperwork, and classroom spaces.

     This illuminating book shows how to make this scenario an everyday reality. With its foundation in principles introduced in the authors' bestselling Visible Learning for Literacy, this resource delves more deeply into the critical component of self-assessment, revealing the most effective types of assessment and how each can motivate students to higher levels of achievement.

    In Kids Deserve It!, Todd and Adam encourage you to think big and make learning fun and meaningful for students. While you're at it, you just might rediscover why you became an educator in the first place. Learn why you should be calling parents to praise your students (and employees). Discover ways to promote family interaction and improve relationships for kids at school and at home. Be inspired to take risks, shake up the status quo, and be a champion for your students. #KidsDeserveIt

    The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritizeVoice--Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education.Co-creation--Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take.Social construction--Having students work with others to theorize, pursue common goals, build products, and generate performances.Self-discovery--Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn.Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

     Collaboration is the foundation on which successful contemporary public schools are based, as well as the most effective means to provide services to students with disabilities and other special needs. Interactions presents this idea with an ideal blend of theory and practical applications. Following an overview of collaboration in schools and across society, the authors introduce essential communication skills that form the foundation for successful collaboration; show a focus on problem solving and its common collaborative applications; and look at such critical topics as teaming, the key principles of co-teaching, consulting, coaching, mentoring, and conflict and resistance. Every chapter features numerous opportunities to learn new material, reinforce what's been learned, and think critically about topics. The 9th Edition reflects the continued changes in the priorities for education based on federal mandates as well as practitioner trends, and it is grounded in the real-life experiences of school professionals. It has been thoroughly revised and updated, featuring new information on working with diverse families and paraeducators, plus over 400 new references. This title is also available digitally as a standalone Pearson eText.

    Book annotation not available for this title.Title: Simplifying Response to InterventionAuthor: Buffum, Austin/ Mattos, Mike/ Weber, ChrisPublisher: Solution TreePublication Date: 2011/10/13Number of Pages: 216Binding Type: PAPERBACKLibrary of Congress: 2011034298

    With these proven, practical coaching-conversation techniques, school leaders can engage their school communities to work collaboratively toward total transformation. This research-based handbook helps school leaders:Develop open, reflective conversations with staff members Motivate staff Adopt new habits for working with teachers, staff, and students Utilize the power of committed listening and non-judgmental feedback Create positive changes in how people think and interact

    But what does this look like in practice? This book shows you the day-to-day coaching moves that build powerful coaching relationships. Readers will find:Coaching moves that can be used before, during, and after lessons An abundance of field-tested tools and practices that can be put to immediate use Original video clips that depict and unpack key moves Richly detailed anecdotes from practicing coaches

    Written by Megan Tschannen-Moran--an expert on the topic of trust and schools--Trust Matters is based in solid research. It outlines the five key elements on which individuals base their trust judgments (benevolence, honesty, openness, reliability, and competency) and explores the factors that influence the development of trust. The book explores the leader's role in fostering high quality relationships among teachers, students, and parents and examines examples of positive outcomes of trusting school environments.

    You don't even have to be able to draw. Just put the child before the chart.Marjorie Martinelli and Kristine Mraz Listen to an interview with Marjorie and Kristi, the Chartchums, on Education Talk Radio.Commercially available charts leave you hanging? Want the secret to jump-off-the-wall charts that stick with kids? Trust Smarter Charts.Did you ever want to know:What do great charts look like? How many is too many? Where are the best places for them in my classroom? How long do I keep them? How do I know if they are working? Then you'll want to meet Marjorie Martinelli and Kristine Mraz, the Chartchums. They struggled with the same questions, and Smarter Charts shares not only the answers, but the best practices they've discovered as well. Amp up the power of your charts with tips on design and language, instructional use, and self-assessment. Even better, discover surprising strategies that deepen engagement, strengthen retention, and heighten independence-all by involving students in chart making.Packed with full-color sample charts from real classrooms, Smarter Charts shares simple, brain-based strategies proven to make your classroom an even more active, effective space for literacy instruction and classroom management.

    Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call today's lesson--or it doesn't happen at all.The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards.Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book- Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. - Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. - Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. - Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment.What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

    

    It happens when proven teaching strategies intersect with technology tools, and yet it’s not uncommon for teachers to use a tool because it’s “fun” or because the developer promises it will help students learn.  Learning First, Technology Second offers teachers the professional learning they need to move from arbitrary uses of technology in their classrooms to thoughtful ways of adding value to student learning.   This book includes:  An introduction to the Triple E Framework that helps teachers engage students in time-on-task learning, enhance learning experiences beyond traditional means and extend learning opportunities to bridge classroom learning with students’ everyday lives.Effective strategies for using technology to create authentic learning experiences for their students.Case studies to guide appropriate tech integration.A lesson planning template to show teachers how to effectively frame technology choices and apply them in instruction.

    Marzano, Tony Frontier, and David Livingston show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. When these five conditions are attended to in a systematic way, teachers do improve their skills:* A well-articulated knowledge base for teaching* Opportunities for teachers to practice specific strategies or behaviors and to receive feedback* Opportunities for teachers to observe and discuss expertise* Clear criteria for success and help constructing professional growth and development plans* Recognition of the different stages of development progressing toward expertise.The focus is on developing a collegial atmosphere in which teachers can freely share effective practices with each other, observe one another's classrooms, and receive focused feedback on their teaching strategies. The constructive dynamics of this approach always keep in sight the aim of enhancing students' well-being and achievement. As the authors note, The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point.