Getting parents involved in the learning of their young children in early years settings is critical: children learn from everything they experience, wherever they are and whoever they are with. The greater the continuity between home and setting, and the richer the learning environment in both, the more children will benefit. This full-colour book provides accessible guidance for practitioners, explaining why parents need to be involved, what can prevent parental involvement, how to build respectful relationships, and how to ensure that involvement is a two-way process. It features practice examples for working with children and their families and provides ideas for those embarking upon new projects.

FAQs for TAs is a friendly and accessible guide covering the core questions that both new and existing teaching assistants may have about their jobs.

Arranged in question and answer format, it covers all the essential information that teaching assistants need to know in an easily accessible book. It includes:

• the themes of becoming a teaching assistant (training and funding possibilities, finding vacancies and getting through the selection process)
• what the job entails
• getting started, managing workload
• dealing with behaviour
• working with colleagues.

Differing from others on the market in that it focuses specifically on the core a ~need to knowa (TM) items for TAs, this book is authoritative and reassuring - delivering exactly what TAs need to help them on the job. It also explores areas of possible future development and career progression combined with sources of further information.

Many headteachers feel they lack the personnel necessary to raise student achievement to mandated levels. Yet, as school leaders seek to improve educational outcomes, one of the most underutilized groups remains student support professionals - the counsellors, social workers, and nurses already on site. Karen Seashore Louis and Molly F. Gordon offer a practical approach to creating a fully integrated student support community that contributes to increasing achievement levels. Incorporating research and practical strategies into a broader paradigm of leadership, they offer directives for implementing reform initiatives and rigorously assessing their effectiveness. Bridging theory and practice, this book provides: o An examination of emerging models linking student support programs and academic achievement o Guidelines and resources for overcoming barriers to reform o Exercises and suggestions to help start the change process o Case studies of principals who have successfully integrated their student support services o An expanded comprehensive support model (CSP) that considers the multi-professional nature of student support activities Reorganizing existing resources is the most efficient path to school reform. Rather than limiting the counsellor or social worker's role, use it to form a comprehensive support program to help improve school achievement!