In a world where women continue to face additional challenges to men, 'Understand: Dare: Thrive' delves into the underlying causes of this enduring reality and provides the insights and answers women need to enable them to thrive, across their whole working life. Businesswoman, psychologist and social entrepreneur Diana Parkes draws upon her signature skills for cutting-through complexity, providing a roadmap to understand what is necessary to achieve your career goals. By exploring how success can be obtained for women in all industries, the book picks apart gender stereotypes and demonstrates how it is possible to thrive in any position, whether entry level or leadership. The book uses powerful scientific research to blow apart myths about the reasons that men and women's careers differ. It shares deep insights about human psychology, enabling us to understand the fundamental causes of gender inequality and the reasons why inequalities in workplaces persist. Everything imparted will enable you to anticipate, prevent or circumnavigate challenging situations and move towards what you always wanted to achieve. By utilising the real life experiences of over 45 ordinary women, we see journeys from all walks of life. They all forged success across a wide range of fields, living the same daily reality most women experience: limited time, scarce resources and tricky choices. While drive, resilience and emotional intelligence were their common foundation strengths, this book brings together the power of the 900 years of contemporary career success they shared - setting out pathways to achieve your dreams, no matter the odds. * * * 'Very informative and comprehensive, covering all the multi-layer issues affecting women in the workplace. It distils the experience of so many women and provides practical ways of tackling some of the big issues that are holding women back.' - Mandy Garner, Editor of Workingmums.co.uk 'A marvellous read, full of honesty, great research and powerful methods to change our core beliefs for more success at work and in life.' - Rachel Gibson, professional musician

It's no secret that in today's complex world, students face unparalleled demands as they prepare for college, careers, and active citizenship. However, those demands won't be met without a fundamental shift from traditional, teacher-centered instruction toward innovative, student-centered teaching and learning. For schools ready to make such a shift, project-based learning (PBL) offers a proven framework to help students be better equipped to tackle future challenges. Project Based Teachers encourage active questioning, curiosity, and peer learning; create learning environments in which every student has a voice; and have a mastery of content but are also comfortable responding to students' questions by saying, ""I don't know. Let's find out together."" In this book, Suzie Boss and John Larmer build on the framework for Gold Standard PBL originally presented in Setting the Standard for Project Based Learning and explore the seven practices integral to Project Based Teaching: Build the Culture. Design and Plan. Align to Standards. Manage Activities. Assess Student Learning. Scaffold Student Learning. Engage and Coach. For each practice, the authors present a wide range of practical strategies and include teachers' reflections about and suggestions from their classroom experiences. This book and a related series of free videos provide a detailed look at what's happening in PBL classrooms from the perspective of the Project Based Teacher. Let's find out together. A copublication of ASCD and Buck Institute for Education (BIE).

Learn how to cultivate student voices and facilitate equitable participation so that young people are prepared to speak up and lead when the moment calls for it. In a world where public speaking often determines whose needs are addressed and whose values prevail, how can we create brave classroom spaces where young people can effectively express their thoughts and advocate for themselves and others? In Amplify Student Voices, AnnMarie Baines, Diana Medina, and Caitlin Healy introduce Expression-Driven Teaching to show how centering youth voices and expression in the classroom meets both academic and social and emotional learning goals. The authors promote instruction in various forms of public speaking-storytelling, debate, poetry, presentation, and self-advocacy-as a way to pursue equity in education and counter the oppression that has long silenced the voices of marginalized groups. This engaging book features extensive first-person accounts from young people who describe their journey toward effective public speaking and how it has helped them affirm their identity, confront life's many challenges, and pursue opportunities with increased confidence. Their insights also inform and supplement the authors' practical recommendations and how-tos for incorporating the various public speaking formats into everyday instruction at all grade levels and across subject areas. Both informative and inspiring, Amplify Student Voices challenges traditional notions of "good" public speaking, broadens its definition, and demonstrates how to engage learners to create a world that is more inclusive and just.

Universities across the world strive to be engaged institutions whose purpose is to foster positive social change through teaching, research and community engagement. The integration of these roles may sometimes hinder authentic engagement. Community engagement research in South Africa: histories, methods, theories and practice proposes a transformative model for engagement, in which societal involvement is the driving force behind all activities of the university. This overarching focus serves to blur the divisions between the core higher education and training activities as research becomes more community-based and teaching prepares students to be agents to be informed by research through teaching and learning, and to be agents for positive social change in all spheres of life. This idea is explored throughout the book, with chapters written by renowned community engagement practitioners and scholars of various disciplines. Contributions map community engagement interventions in the intersections of fields such as education, the social sciences, psychology, health, planning, engineering and architecture. They share best practices and draw from theoretical scholarship and practical experience, innovative ways of conceptualising, establishing and "community experiencing" projects. Based on original research, contributors encourage thought of modelling the practical implementation of community engagement at universities.

With a new afterword. 'The best book on teachers and children and writing that I've ever read. No-one has said better so much of what so badly needs saying' - Philip Pullman Kate Clanchy wants to change the world and thinks school is an excellent place to do it. She invites you to meet some of the kids she has taught in her thirty-year career. Join her as she explains everything about sex to a classroom of thirteen-year-olds. As she works in the school 'Inclusion Unit', trying to improve the fortunes of kids excluded from regular lessons because of their terrifying power to end learning in an instant. Or as she nurtures her multicultural poetry group, full of migrants and refugees, watches them find their voice and produce work of heartbreaking brilliance. While Clanchy doesn't deny stinging humiliations or hide painful accidents, she celebrates this most creative, passionate and practically useful of jobs. Teaching today is all too often demeaned, diminished and drastically under-resourced. Some Kids I Taught and What They Taught Me will show you why it shouldn't be. Winner of the Orwell Prize for Political Writing 2020

Telling Tales Out of School Chronicling the tales he had collected throughout his career in education started as a lockdown pastime for Chris Lowe. The end result is Telling Tales Out of School: fifty tales to mark the fiftieth anniversary of Prince William School, Oundle. The Tales are all based on true events or stories told to Chris by fellow teachers: stories, about growing up, about learning, teaching and coping together. All proceeds from sales of the book will be donated to the James Rutterford Trust, which is targeted at families who need financial support to enable their children at PWS to take part in school activities, school trips, to provide equipment to aid their study or to support out-of-hours school activities. Please visit tellingtales.bigcartel.com for more information about the project and to buy further copies of Telling Tales Out of School.

Discover all about how students learn to read! This teacher resource examines current research on the science of reading and discusses what it means for classrooms today. From detailed background information to useful classroom tips, authors Jennifer Jump and Robin D. Johnson cover everything teachers need to help students with word recognition. Perfect for professional development, this book includes key words for teacher understanding, teaching checklists, top must-dos, and other features to support teachers as they bring these research-based strategies into their classrooms.

Teach phonics as you boost essential reading and handwriting skills with these playful, no-prep pages! Each sheet challenges children to form a fun sentence from scrambled words, then copy it with care on a line. Along the way, kids will develop fine motor skills by cutting, gluing, and coloring. Perfect for meaningful seatwork, homework, or learning centers.

General music is informed by a variety of teaching approaches and methods. These pedagogical frameworks guide teachers in planning and implementing instruction. Established approaches to teaching general music must be understood, critically examined, and possibly re-imagined for their potential in school and community music education programs. Teaching General Music brings together the top scholars and practitioners in general music education to create a panoramic view of general music pedagogy and to provide critical lenses through which to view these frameworks. The collection includes an examination of the most prevalent approaches to teaching general music, including Dalcroze, Informal Learning, Interdisciplinary, Kodaly, Music Learning Theory, Orff Schulwerk, Social Constructivism, and World Music Pedagogy. In addition, it provides critical analyses of general music and teaching systems, in light of the ways children around the world experience music in their lives. Rather than promoting or advocating for any single approach to teaching music, this book presents the various approaches in conversation with one another. Highlighting the perceived and documented benefits, limits, challenges, and potentials of each, Teaching General Music offers myriad lenses through which to re-read, re-think, and re-practice these approaches.

Explore the web of factors that influence your power as a teacher-and how you can better use that power to foster student agency and empowerment. What kind of power do teachers have? What influences their instructional decision making-and how does that affect students, particularly Black students and other students of color? How can educators move away from practices that oppress and devalue students to practices that support and empower them? These are just a few of the questions that author Tanji Reed Marshall answers in Understanding Your Instructional Power. Countering the notion that teachers are powerless in the classroom, she introduces the Power Principle to help teachers unpack how they understand and use the power associated with their authority and responsibility as an educator. Drawing from her own experience as a classroom teacher and coach, Reed Marshall explains how the Power Principle reveals itself through various elements, including language use (by both students and teachers), "hidden curriculum," and classroom culture. She identifies four levels of curricular autonomy that teachers have (Unfettered, Calibrated, Restricted, and Minimal) and four dimensions of instructional power that characterize their classroom environment (Empowering, Agentive, Protective, and Disenfranchising). Reflection exercises throughout the book guide readers through a deep analysis of their personal and professional histories and ideologies, including how these influence students' learning experiences. Reed Marshall shares her own journey of setbacks and progress as she offers support and encouragement to K-12 teachers seeking to use their power in productive ways so that all students can bring their full selves to class and receive the education they deserve.

This edition contains the full text of The Tempest with clear and supportive notes. A detailed introduction and a guide to each act and scene give you everything you need to study the play for CSEC (R) English B. Understand the language of the play with clear notes on each page. Learn about Shakespeare's world and the context of the play in the lively introduction. Get to grips with characters, themes and dramatic techniques with a guide to each scene. Trace the development of themes across the play with succinct summaries and links to the key scenes. Prepare for your final examinations with practice exam questions and annotated sample responses to show you how to improve your work.

A four-step process for effective equity practices in schools, with an array of professional development activities, leadership tips, and downloadable tools. Recent years have brought new calls to dismantle discriminatory policies and practices in U.S. schools. But adopting an equity focus doesn't guarantee the desired results. There's a risk that doing equity will be toothless-surface level and designed more to avoid tension and blame than to build a better educational system. In Leading Your School Toward Equity, veteran educator Dwayne Chism shows district, school, and teacher leaders a four-step process for taking equity work beyond talk and into effective action. You'll learn concrete ways to: Define and clarify equity. Guide even reluctant staff to a consensus understanding of what equity is, why it's necessary, and what it will look like. Create productive discomfort. Use intentional dialogue to lead staff to a place where they can talk frankly about privilege, bias, racial inequality, and how these affect students' experience of schooling. Build efficacy. Help staff develop higher levels of individual and shared professional efficacy-the number one factor influencing equitable educational outcomes-and create an empowered group of educational equity allies united for results. Normalize action. Support the day-to-day use of an equity lens, a mindset that empowers all teachers to counteract stereotypes and rectify conditions that negatively affect students of color. To make this complicated work a little easier, Chism provides an array of assessments, coaching guides, and activities to use with staff. If you're committed to creating a true equity-driven culture, if you're ready for courageous leadership, this book is for you.

Research on the brain has shown that emotion plays a key role in learning, but how can educators apply that research in their day-to-day interactions with students? What are some teaching strategies that take advantage of what we know about the brain? Engage the Brain answers these questions with easy-to-understand explanations of the brain's emotion networks and how they affect learning, paired with specific suggestions for classroom strategies that can make a real difference in how and what students learn. Readers will discover how to design an environment for learning that: Makes material relevant, relatable, and engaging. Accommodates tremendous variability in students' brains by giving them multiple options for how to approach their learning. Incorporates Universal Design for Learning (UDL) principles and guidelines. Uses process-oriented feedback and other techniques to spark students' intrinsic motivation. Author Allison Posey explains how schools can use the same ""emotional brain"" concepts to create work environments that reduce professional stress and the all-too-common condition of teacher burnout. Real-world classroom examples, along with reflection and discussion questions, add to the usefulness of Engage the Brain as a practical, informative guide for understanding how to capture the brain's incredible power and achieve better results at all grade levels, in all content areas.

Since the start of the pandemic, educators all over the world have been learning on the fly how to use the power of digital texts, tools and technologies for "remote emergency instruction". As teachers quickly discovered, conducting nearly nonstop Zoom meetings, in an effort to replicate in-classroom learning in an online environment, is both ineffective and exhausting. In this series of three guides, Renee Hobbs and her colleagues at the Media Education Lab introduce central principles to guide instructional planning for real time (synchronous) and anytime (asynchronous) learning. Each guide unpacks the application of these principles-to connect, guide and create-with specific lesson examples and technology tips tailored to one level of schooling: elementary, middle or high school.

Some great teachers are born, but most are self-made. And the way to make yourself a great teacher is to learn to think and act like one. In this updated second edition of the best-selling Never Work Harder Than Your Students, Robyn R. Jackson reaffirms that every teacher can become a master teacher. The secret is not a specific strategy or technique, nor it is endless hours of prep time. It's developing a master teacher mindset-rigorously applying seven principles to your teaching until they become your automatic response: Start where you students are. Know where your students are going. Expect to get your students there. Support your students along the way. Use feedback to help you and your students get better. Focus on quality rather than quantity. Never work harder than your students. In her conversational and candid style, Jackson explains the mastery principles and how to start using them to guide planning, instruction, assessment, and classroom management. She answers questions, shares stories from her own practice and work with other teachers, and provides all-new, empowering advice on navigating external evaluation. There's even a self-assessment to help you identify your current levels of mastery and take control of your own practice. Teaching is hard work, and great teaching means doing the right kind of hard work: the kind that pays off. Join tens of thousands of teachers around the world who have embarked on their journeys toward mastery. Discover for yourself the difference that Jackson's principles will make in your classroom and for your students.

Since the start of the pandemic, educators all over the world have been learning on the fly how to use the power of digital texts, tools and technologies for "remote emergency instruction". As teachers quickly discovered, conducting nearly nonstop Zoom meetings, in an effort to replicate in-classroom learning in an online environment, is both ineffective and exhausting. In this series of three guides, Renee Hobbs and her colleagues at the Media Education Lab introduce central principles to guide instructional planning for real time (synchronous) and anytime (asynchronous) learning. Each guide unpacks the application of these principles-to connect, guide and create-with specific lesson examples and technology tips tailored to one level of schooling: elementary, middle or high school.

Building a better data culture can be the path to better results and greater equity in schools. But what do we mean by data? Your students are not just statistics. They aren't simply a set of numbers or faceless dots on a proficiency scale. They are vibrant collections of experiences, thoughts, perspectives, emotions, wants, and dreams. And taken collectively, all of that information is data-and should be valued as such. Equity in Data not only unpacks the problematic nature of current approaches to data but also helps educators demystify and democratize data. It shows how we can bake equity into our data work and illuminate the disparities, stories, and truths that make our schools safer and stronger-and that help our students grow and thrive. To this end, the authors introduce a four-part framework for how to create an equitable data culture (along with a complementary set of data principles). They demonstrate how we can rethink our approach to data in the interest of equity by making five shifts: Expand our understanding of data. Strengthen our knowledge of data principles. Break through our fear of data. Decolonize our data gathering processes. Turn data into meaningful, equitable action. We have an opportunity to realign school data with what students want out of their educational experiences. When we put equity first, we put students first.

Unlike ""fix-it"" strategies that targeted teachers are likely to resist, educator-centered instructional coaching-ECIC-offers respectful coaching for professionals within their schoolwide community. Evidence-based results across all content areas, authentic practices for data collection and analysis, along with nonevaluative, confidential collaboration offer a productive and promising path to teacher development. Coaches and teachers implement ECIC through a before-during-after-BDA-cycle that includes comprehensive planning between coach and teacher; classroom visitation and data collection; and debriefing and reflection. Drawing on their extensive experience with ECIC, authors Ellen B. Eisenberg, Bruce P. Eisenberg, Elliott A. Medrich, and Ivan Charner offer this detailed guidance for coaches and school leaders on how you and your school can: Create the conditions for an effective ECIC program. Get buy-in from teachers. Clearly define the role of coach. Roll out a coaching initiative. Ensure ongoing success with coaching. Filled with authentic advice from coaches, Instructional Coaching in Action provides valuable insight and demonstrates how educator-centered instructional coaching can make a difference in teacher learning, instructional practice, and student outcomes.