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| gadoe learning style inventory: Culturally Responsive Teaching for Multilingual Learners Sydney Snyder, Diane Staehr Fenner, 2021-01-25 What will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs’ access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students’ strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you’ll find • Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context • Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking • Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice • Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students’ backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students. On-demand book study-Available now! Authors, Snyder and Staehr Fenner have created an on-demand LMS book study for readers of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity available now from their company SupportEd. The self-paced book study works around your schedule and when you′re done, you’ll earn a certificate for 20 hours of PD. SupportEd can also customize the book study for specific district timelines, cohorts and/or needs upon request. |
| gadoe learning style inventory: Compass to the Future Karen L. Bevis, Dustin A. Bailey, 2021-05-15 Comprehensive overview for Educator Preparation Programs suitable for anyone throughout the United States that plans to attend a university seeking a degree in the education field. |
| gadoe learning style inventory: What We Know about Teaching Teenagers: A Guide for Teachers, Parents, and Administrators Dr. Richard A. NeSmith, 2021-03-07 What we know about teaching Teenagers, 2019 I would like to thank Dr. Richard NeSmith for helping me know more about what goes through teenagers’ minds and grow into a better teacher. Dr. NeSmith’s 28-plus years of teaching experience and careful study of biology, developmental and cognitive psychology make him one of the best experts in the field. His book explains the difficulties students have learning at school and reflects on how to overcome them, promoting a better understanding of the changes going on in teenagers’ lives as well as an elementary understanding of what causes pain points in the brain of the adult-in-the-making. Above all, Dr. NeSmith reminds us that teenagers are individuals, with their personality, strengths, weaknesses, and their ways of showing love and concern. The book has been carefully researched and will make you aware of the cognitive-emotional interactions going on inside the mind of preadolescents to improve your teaching strategies. It is such a privilege to teach and take teenagers from childhood to adulthood. Whether you are a parent, a teacher, or a school administrator you will find in this book strategies to facilitate learning and encourage lifelong learning. =========================================================================== A research-based book addressing brain-based learning and how secondary age students best learn and how teachers can best teach to meet those needs. American public education is on life support like never before. Why? The shift from LEARNING to standardized testing, ticking boxes for administrators, and watering down curricula are some of the reasons. This synthesis of brain-based research emphasizes how students best learn. It is NOT a checklist, it is a strategy that empowered teachers can utilize to improve student learning. But, knowing how teens think enables teachers to know HOW TEENS best LEARN. --Dr. Richard NeSmith |
| gadoe learning style inventory: Testing in American Schools United States. Congress. Office of Technology Assessment, 1992 And policy options -- Testing in transition -- Educational testing policy: The changing federal role -- Lessons from the past: A history of educational testing in the United States -- How other countries test -- Standardized tests in schools: A primer -- Performance assessment: Methods and characteristics -- Information technologies and testing: Past, present, future -- List of acronyms -- Contractor reports. |
| gadoe learning style inventory: Personal ~ Passionate ~ Participatory Ming Fang He, JoAnn Phillion, 2008-11-01 Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change. |
| gadoe learning style inventory: The Journal of At-risk Issues , 2006 |
| gadoe learning style inventory: Inventory of Exemplary Programs for Governor's Task Force on Education, 1978 Georgia. Department of Education. Publications and Information Services, 1978 |
| gadoe learning style inventory: Planning Guide for Maintaining School Facilities Tom Szuba, 2003 |
| gadoe learning style inventory: Principal Succession Ann Weaver Hart, 1992-12-24 This book examines major issues in theory and research related to leader succession. It looks at the persistent problems confronted by people assigned to lead established social and professional groups like those found in schools. The author demonstrates how interaction between new leaders and established school organizations shape succession events (with illustrations drawn from educational administration) and provides a framework for understanding succession as a dynamic and interactive process. |
| gadoe learning style inventory: Modernizing Learning Jennifer J. Vogel-Walcutt, Sae Schatz, 2019 |
| gadoe learning style inventory: Statistics in Plain English Timothy C. Urdan, 2001-01-01 This book presents statistical concepts and techniques in simple, everyday language to help readers gain a better understanding of how they work and how to interpret them correctly. Each self-contained chapter features a description of the statistic including how it is used and the information it provides, how to calculate the formula, the strengths and weaknesses of each technique, the conditions needed for its use, and an example that uses and interprets the statistic. A glossary of terms and symbols is also included along with an Interactive CD with PowerPoint presentations and problems and solutions for each chapter. This brief paperback is an ideal supplement for statistics, research methods, or any course that uses statistics, or as a handy reference tool to refresh one's memory about key concepts. The actual research examples are from a variety of fields, including psychology and education. |
| gadoe learning style inventory: Effective Technology Tools for School Leadership Leslie Jones, Eugene Kennedy, 2022-11-23 This book prepares educational leaders with the knowledge needed to critically evaluate, select, and use technological tools to be effective school leaders. Authors Jones and Kennedy explore the technology tools needed to support the full range of responsibilities of a school leader, including management and administration, personnel and evaluation, security and safety, instructional leadership, organizational culture and climate, external relationships, and action research. Each chapter unpacks advantages and pitfalls of various technological tools and includes case scenarios that contextualize these ideas for readers. Chapter content is also aligned with The Professional Standards for Educational Leaders (PSEL), the National Educational Leadership Preparation Standards (NELP), and the International Society of Technology Standard in Education (ISTE) standards. This timely and important book adds to the toolbox for educators preparing to become effective and cutting-edge school leaders. |
| gadoe learning style inventory: Assessing Student Outcomes Robert J. Marzano, Debra Pickering, Jay McTighe, 1993 This book consists of practical suggestions for performance assessments, with extensive examples of classroom tasks that help students achieve the deepest type of learning and active construction of knowledge. |
| gadoe learning style inventory: How to Grade for Learning Ken O′Connor, 2017-10-04 Implement standards-based grading practices that help students succeed! Classroom assessment and grading should help students grow and develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult and daunting. Making real and lasting changes to grading practices requires both knowledge and willpower. This 4th edition of the best-selling How to Grade for Learning provides eight guidelines for good grading, offers recommendations for practical applications, and gives solid suggestions for implementing more effective grading practices. Ken O’Connor presents the latest research on motivation, mindset, learning styles, and beliefs about fairness to inform this new edition, which includes: Both the why’s and the how-to’s of implementing standards-based grading practices 48 educator contributions from nationally and internationally known educators, authors, and consultants that provide ideas and testimonials for effective assessment practices Sections on hot-button issues such as academic dishonesty, extra credit, bonus points and homework Additional information on utilizing levels of proficiency and eliminating the use of percentages and averaging Reflective exercises and numerous tools, including rubrics, sample letters, and case studies Techniques for managing grading more efficiently An invaluable resource for helping teachers assign grades that are accurate, consistent, meaningful, and supportive of learning, this book also makes an ideal staff development resource. |
| gadoe learning style inventory: Educating for Global Competence Veronica Boix Mansilla, Anthony W. Jackson, 2022-11-28 Preparing students to participate fully in today's and tomorrow's world demands that we nurture their global competence, and this book shows teachers how to do just that. In a world rife with rapid change, environmental vulnerabilities, and racial inequities, this second edition of Educating for Global Competence poses an urgent question: What matters most for students to understand about our complex and interconnected world so they can participate fully in its future? Veronica Boix Mansilla and Anthony W. Jackson identify the key skills, values, and attitudes that K–12 students must cultivate to thrive in the 21st century. The book features a practical framework for global competence education. The framework's four dimensions focus on developing students’ capacity to * Examine local, global, and intercultural issues. * Understand and appreciate the perspectives and worldviews of others. * Engage in open, appropriate, and effective interactions across cultures. * Take action toward collective well-being and sustainable development. This edition includes many new authentic examples of integrating global competence into curriculum, instruction, and assessment across subject areas. Through these examples, we see the practical ways educators can prepare young people to see the complexities of the world and to develop the skills needed to explore and solve problems on a global scale. Educating for Global Competence shows teachers, administrators, and policymakers how they can leverage their influence to make teaching for global competence a compelling endeavor that yields world-changing results. |
| gadoe learning style inventory: Measuring Noncognitive Variables William Sedlacek, 2023-07-03 Co-published in association with Big Picture Learning.Measuring Noncognitive Variables: Improving Admissions, Success, and Retention for Underrepresented Students is written for admissions professionals, counselors, faculty and advisers who admit, teach, or work with students during the admissions process and post-enrollment period. It brings together theory, research and practice related to noncognitive variables in a practical way by using assessment methods provided at no cost. Noncognitive variables have been shown to correlate with the academic success of students of all races, cultures, and backgrounds. Noncognitive variables include personal and social dimensions, adjustment, motivation, and student perceptions, rather than the traditional verbal and quantitative areas (often called cognitive) typically measured by standardized tests.Key Features include:* Models that raise concepts related to innovation, diversity and racism in proactive ways* Examples of admission and post-enrollment applications that show how schools and programs can use noncognitive variables in a variety of ways * Additional examples from foundations, professional associations, and K-12 programs* An overview of the limitations of traditional assessment methods such as admission tests, grades, and courses takenEducation professionals involved in the admissions process will find this guide effectively informs their practice. This guide is also appropriate as a textbook in a range of courses offered in Higher Education and Student Affairs Masters and PhD programs. |
| gadoe learning style inventory: A Discourse Concerning Western Planting Richard Hakluyt, 1877 |
| gadoe learning style inventory: Vocational Assessment of Disadvantaged Students , 1988 |
| gadoe learning style inventory: Transforming Classroom Grading Robert J. Marzano, 2000 Robert Marzano provides a thorough discussion of what grades are for, what they should include, and how to compute final scores that accurately reflect student learning. |
| gadoe learning style inventory: Teaching Student-Centered Mathematics John A. Van de Walle, Jennifer M. Bay-Williams, Lou Ann H. Lovin, Karen S. Karp, 2017-01-20 NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. For courses in Elementary Mathematics Methods and for classroom teachers. This package includes the Enhanced Pearson eText and the print bound version. A practical, comprehensive, student-centered approach to effective mathematical instruction for grades Pre-K-2. Helping students make connections between mathematics and their worlds--and helping them feel empowered to use math in their lives--is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM''s teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion. The new edition features a corresponding Enhanced Pearson eText version with links to embedded videos, blackline masters, downloadable teacher resource and activity pages, lesson plans, activities correlated to the CCSS, and tables of common errors and misconceptions. This book is part of the Student-Centered Mathematics Series, which is designed with three objectives: to illustrate what it means to teach student-centered, problem-based mathematics, to serve as a reference for the mathematics content and research-based instructional strategies suggested for the specific grade levels, and to present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad� and Android� tablet.* Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7 or 10 tablet, or iPad iOS 5.0 or later. 0134090683 / 9780134090689 Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I), with Enhanced Pearson eText Package consists of: 0134556437 / 9780134556437 Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I) 0134556453 / 9780134556451 Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2 (Volume I), Enhanced Pearson eText -- Access Card |
| gadoe learning style inventory: A Database for a Changing Economy National Research Council, Division of Behavioral and Social Sciences and Education, Committee on National Statistics, Panel to Review the Occupational Information Network (O*NET), 2010-05-11 Information about the characteristics of jobs and the individuals who fill them is valuable for career guidance, reemployment counseling, workforce development, human resource management, and other purposes. To meet these needs, the U.S. Department of Labor (DOL) in 1998 launched the Occupational Information Network (O*NET), which consists of a content model-a framework for organizing occupational data-and an electronic database. The O*NET content model includes hundreds of descriptors of work and workers organized into domains, such as skills, knowledge, and work activities. Data are collected using a classification system that organizes job titles into 1,102 occupations. The National Center for O*NET Development (the O*NET Center) continually collects data related to these occupations. In 2008, DOL requested the National Academies to review O*NET and consider its future directions. In response, the present volume inventories and evaluates the uses of O*NET; explores the linkage of O*NET with the Standard Occupational Classification System and other data sets; and identifies ways to improve O*NET, particularly in the areas of cost-effectiveness, efficiency, and currency. |
| gadoe learning style inventory: Othello William Shakespeare, 2021-04-16 |
| gadoe learning style inventory: Making Classroom Assessment Work Anne Davies, 2000 |
| gadoe learning style inventory: AIESEP-Adelphi World Congress , 1998 |
| gadoe learning style inventory: The Unschooled Mind Howard E Gardner, 2011-03-29 Merging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how ill-suited our minds and natural patterns of learning are to the prevailing modes of education. This reissue includes a new introduction by the author. |
| gadoe learning style inventory: Great Habits, Great Readers Paul Bambrick-Santoyo, Aja Settles, Juliana Worrell, 2013-06-10 A book that brings the habits of reading to life Great readers are not made by genetics or destiny but by the habits they build—habits that are intentionally built by their teachers. The early formal years of education are the key to reversing the reading gap and setting up children for success. But K-4 education seems to widen the gap between stronger and weaker readers, not close it. Today, the Common Core further increases the pressure to reach high levels of rigor. What can be done? This book includes the strategies, systems, and lessons from the top classrooms that bring the habits of reading to life, creating countless quality opportunities for students to take one of the most complex skills we as people can know and to perform it fluently and easily. Offers clear teaching strategies for teaching reading to all students, no matter what level Includes more than 40 video examples from real classrooms Written by Paul Bambrick-Santoyo, bestselling author of Driven by Data and Leverage Leadership Great Habits, Great Readers puts the focus on: learning habits, reading habits, guided reading, and independent reading. NOTE: Content video and other supplementary materials are not included as part of the e-book file, but are available for download after purchase |
| gadoe learning style inventory: Teaching for Student Learning Dick Arends, Ann Kilcher, 2010-02-25 Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning. The book’s content stems from three major fields of study: 1) theories and research on how people learn, including new insights from the cognitive and neurosciences; 2) research on classroom practices shown to have the greatest effect on student learning; and 3) research on effective schooling, defined as school-level factors that enhance student achievement and success. Although the book’s major focus is on teaching, it devotes considerable space to describing how students learn and how the most effective and widely-used models of teaching connect to principles of student learning. Specifically, it describes how research on teaching, cognition, and neuroscience converge to provide an evidence-based science of learning which teachers can use to advance their practice. Key features include the following: Evidence-Based Practice – This theme is developed through: 1) an ongoing review and synthesis of research on teaching and learning and the resulting guidelines for practice and 2) boxed research summaries within the chapters. Instructional Repertoire Theme – Throughout the book teaching is viewed as an extremely complex activity that requires a repertoire of instructional strategies that, once mastered, can be drawn upon to fit specific classrooms and teaching situations. Standards-based School Environments – Education today is dominated by standards-based school environments. Unlike competing books, this one describes these environments and shows how they impact curriculum design and learning activities. The objective is to show how teachers can make standards-based education work for them. Pedagogical Features – In addition to an end-of-book glossary, each chapter contains research boxes, reflection boxes, itemized end-of-chapter summaries, and end-of-chapter learning activities. Website – An accompanying website contains a variety of field-oriented and site-based activities that teachers can do alone or with colleagues. |
| gadoe learning style inventory: Education for a Sustainable Future Keith A. Wheeler, Anne Perraca Bijur, 2012-12-06 This book illustrates how sustainability, information technologies, and envisioning the future can be effectively woven into an integrated educational experience. By understanding what it takes to build a sustainable community, students will develop the skills needed to engage successfully in a sustainable society. Using the real world as their classroom, they will participate in gathering and analyzing data, clarifying values, listening, speaking, thinking creatively, and making decisions about their community. |
| gadoe learning style inventory: What Principals Need to Know About Differentiated Instruction Gayle Gregory, 2012-07-16 Principals are instrumental in the teacher’s understanding of a differentiated classroom. This valuable resource gives administrators the knowledge and skills needed to enable teachers to implement and sustain differentiation. Learn information and strategies to jump-start, guide, and coach teachers as they respond to the needs of diverse students, including students with special needs, students with attention deficit disorder, gifted learners, and English learners. |
| gadoe learning style inventory: Leading Together Jonathan Eckert, 2017-11-02 It’s about the work, not the position. Leadership is what is done, not who is doing it. The leadership work blurs the lines between teachers and administrators. Leading Together introduces a collective approach to progress, process, and programs to help build the conditions in which strong leadership can flourish and student outcomes improve. All school teams will find applicable insights as they explore the Collective Leadership Development Model for School Improvement. This book: ? Breaks down this innovative model and explains the significance and interdependence of each proven and tested component. ? Asks fearless reflection questions that both challenge and demand deliberate practice. ? Offers case study insights from an urban, rural, and suburban school. Lead and learn together. Start building your team with an eye on the end game. Leading Together is the best guidance we have to date about how to collaboratively dismantle the wall that has stood between teachers and school administrators for over a century. This is a marvelously accessible book in which collective leadership is discovered through the eyes and voices of teachers and principals. Joseph F. Murphy, Frank W. Mayborn Chair and Associate Dean Peabody College of Education, Vanderbilt University, Nashville, TN Leading Together includes rich research-based stories, reflective activities to spark action, and optimistic evidence about what this needed shift in school hierarchies means for improving student outcomes. Don’t just read this; adopt it as your guidebook to become an even more influential leader. P. Ann Byrd, COO & Partner Center for Teaching Quality, Carrboro, NC Once again, Jon Eckert offers his straightforward, no nonsense thinking to busy practitioners. His authentic knowledge of everyday life in schools coupled with a thoughtful framework informs every chapter in this book. There are elements of his model that can be used right away...big shifts or little tweaks! His stories and humor make it readable (and meaningful!) for those of us seeking creative and collaborative ways to lead schools and districts. Joan Dabrowski, Assistant Superintendent for Teaching and Learning Wellesley Public Schools, Wellesley, MA |
| gadoe learning style inventory: The Education of Gifted and Talented Children Australia. Parliament. Senate. Select Committee on the Education of Gifted and Talented Children, 1988 |
| gadoe learning style inventory: The Coming Jobs War Jim Clifton, 2013-09-16 Definitive leadership strategy for fixing the American economy, drawn from Gallup’s unmatched global polling and written by the company’s chairman. What everyone in the world wants is a good job. “This is one of the most important discoveries Gallup has ever made,” says the company’s Chairman, Jim Clifton. In a provocative book for business and government leaders, Clifton describes how this undeniable fact will affect all leadership decisions as countries wage war to produce the best jobs. Leaders of countries and cities, Clifton says, should focus on creating good jobs because as jobs go, so does the fate of nations. Jobs bring prosperity, peace and human development — but long-term unemployment ruins lives, cities and countries. Creating good jobs is tough, and many leaders are doing many things wrong. They’re undercutting entrepreneurs instead of cultivating them. They’re running companies with depressed workforces. They’re letting the next generation of job creators rot in bad schools. A global jobs war is coming, and there’s no time to waste. Cities are crumbling for lack of good jobs. Nations are in revolt because their people can’t get good jobs. The cities and countries that act first — that focus everything they have on creating good jobs — are the ones that will win. The Coming Jobs War offers a clear, brutally honest look at America’s biggest problem and a cogent prescription for solving it. |
| gadoe learning style inventory: International Perspectives on School Settings, Education Policy and Digital Strategies Annika Wilmers, Sieglinde Jornitz, 2021-02-15 An exchange on education ideas has shaped the transatlantic discourse in education for a long time. Over the past two decades education science has increasingly become networked internationally. Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions representing a collection of topics ranging from school development over the use of large scale assessment and digital data in education to questions related to migration and public education or the economization of education. At the same time the volume offers a reflection on the assets and obstacles of international exchange. |
| gadoe learning style inventory: Leverage Leadership 2.0 Paul Bambrick-Santoyo, 2018-07-09 Cut through the mystique to learn the real drivers of great school leadership Leverage Leadership 2.0 answers the basic question: what do great school leaders do that separates them from the rest? Rooted in the observation and training of over 20,000 school leaders worldwide, Leverage Leadership 2.0 offers a practical, updated and easier-to-use follow-up to the original, with field-tested techniques and actionable advice. As educational leaders around the world implement Leverage Leadership ideas, their collective stories have revealed a simple framework by which the seven levers may be implemented: See It, Name It, Do It. This book aligns classic Leverage Leadership principles with this proven framework to streamline implementation and help good leaders become great. Expert discussion and real-life success stories prove that effective leadership is not about innate charisma, charm, or personality—it’s about how a leader uses their time. Aimed at all levels of school leadership, this book shows you what to do, and how and when to do it. The companion DVD includes 30 real-world videos that showcase effective leadership happening in our schools right now, and all templates, tools, and other professional development materials have been fully refreshed with a renewed focus on real-world implementation. Informational, inspirational, and highly motivational, this book explores both the separate components of success and what it looks like as a whole. Learn the core principles of effective leadership Understand what success looks like on the ground Practice the seven levers of leadership that allow transformational growth Adopt the tools and techniques that facilitate a schoolwide transformation Educational leaders from a diverse array of schools around the world have found unprecedented success using the key principles detailed in Leverage Leadership, and this book is inspired — and informed — by their stories. Leverage Leadership 2.0 is the practical resource school leaders need to start making real change happen today. |
| gadoe learning style inventory: A World-class Education Vivien Stewart, 2012 Designed to promote conversation about how to educate students for a rapidly changing, innovation-based world, this comprehensive and illuminating book from international education expert Vivien Stewart focuses on understanding what the world's best school systems are doing right for the purpose of identifying what U.S. schools--at the national, state, and local level--might do differently and better. |
| gadoe learning style inventory: The Next Step in Guided Reading Jan Richardson, 2009 Teachers facing the challenge of meeting the diverse reading needs of students will find the structure and tools they need in Jan Richardson's powerful approach to guided reading. Richardson has identified the essential components of an effective guided reading lesson: targeted assessments, data analysis that pinpoints specific strategies students need, and the use of guided writing to support the reading process. Each chapter contains planning sheets to help teachers analyze assessments in order to group students and select a teaching focus Includes detailed, ready-to-go lesson plans for all stages of reading: emergent, early, transitional, and fluent |
| gadoe learning style inventory: Alternate Assessments Based on Alternate Achievement Standards William D. Schafer, Robert W. Lissitz, 2009 Discover what really works in alternate assessment based on alternate achievement standards. This book gathers cutting-edge knowledge and best practices in seven states to help readers work toward accurate assessment of students with severe disabilities. |
| gadoe learning style inventory: Guided Reading Irene C. Fountas, Gay Su Pinnell, 1996 This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents. |
| gadoe learning style inventory: PISA 2009 at a Glance OECD, 2011-04-28 PISA 2009 at a Glance is a companion publication to the PISA 2009 Results, the multi-volume report on the 2009 survey conducted by the OECD’s Programme for International Student Assessment (PISA). it provides easy access to PISA 2009's key findings. |
| gadoe learning style inventory: The Skillful Teacher Jon Saphier, Mary Ann Haley-Speca, Robert R. Gower, 2007-06 |
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