Assessment is messy. Day-to-day, in-the-moment assessments not only reveal information that drives future instruction but also offer a comprehensive picture of students' abilities and dispositions toward learning. As teachers, we might know what this looks and feels like, yet it can be hard to put into action-hence the messiness. Say hello to digital student portfolios-dynamic, digital collections of authentic information from different media, in many forms, and with multiple purposes. Using digital portfolios to capture student thinking and progress allows us to better see our students as readers, writers, and learners-and help students see themselves in the same way! Matt Renwick's Digital Portfolios in the Classroom is a guide to help teachers sort through, capture, and make sense of the messiness associated with assessment. By shining a spotlight on three types of student portfolios-performance, process, and progress-and how they can be used to assess student work, Renwick helps educators navigate the maze of digital tools and implement the results to drive instruction.

What role can the university play in the broader community or society in which it is embedded? Must it remain segregated in the halls of science and knowledge, which tower above the community? This book examines the growing number of questions and concerns around university-community relations by exploring widely accepted theories and practices and placing them under new light. From a shared point of agreement that the university is an institution which should move beyond the production of higher knowledge for power elites, the contributors provide critical reflections and reports on efforts to bring about change in the canonic discourse or power-biased attitudes in universities throughout the Northern Hemisphere and Australia. The central message is that the strengthening of direct relations between universities and communities is vital to the construction of social capital and to the opening of universities to society. These are processes to be advanced on both local and international levels, as they involve democratizing rather than corporatizing, extending the reach of our educational process, sharing knowledge, resources, and expertise and reinforcing community decision-making and problem-solving capacity. How these processes of change develop and unfold within a number of universities in a wide range of countries is the story told in this book. This book will appeal to a wide readership, from students and community activists looking to make education meaningful and cooperative, to educational policy makers, members of the professoriate, and academic administrators, seeking to sustain withering institutions and provide vision for new program developments. Contributors include: M.A. Almiron, N. Bibu, J. Blanco Lopez, R. Buber, D. Campbell, M.J. Casa-Nova, G. Csepeli, A. de Pree, A. Feinsod, G. Franger, N. Georgeou, B. Haas, Z. Haberman, G. Hegyesi, S. Herran, E. Ivanova, A. Koever, M. Lisetchi, R.A. Lohmann, S. Mackerle-Bixa, M. Meyer, J.P. Murray, D. Pendleton, D. Perry, P. Rameder, M. Rawsthorne, B. Sporn, K. Talyigas, C. Winkle

The world today needs mindful leaders who care for the holistic well-being of their students and staff, inspiring all to renew schools with compassion, creativity and courage. But what is mindful leadership, and how can leaders create and sustain mindful schools? Mindful Leadership for Schools draws on the educational thought of Confucius and explores how Confucian mindful leadership (CML) can offer a solution. This book shows how a Confucian mindful leader is one who attends to self, others, things and events respectfully, promoting the virtues of love, harmony and social justice through personal cultivation, role-modelling, community-building, coaching and initiating reforms. Tan explores how this approach complements and strengthens authentic, instructional, distributed and transformational leadership strategies, offering a novel and practical leadership approach that combines ancient wisdom and modern educational research.

When students with disabilities transition to college, they'll find changes in the academic environment, and in the disability accommodation system. It's important to provide them with the proper preparation so they can make a confident, smooth transition. This guide starts by discussing the laws in place and the way that they shape the accommodations system. It explains students' responsibilities at college, and what their rights are if they choose to request accommodations. Next, it reviews the skills students need to manage independently at college - both personal and academic. Then it discusses how the laws address the admissions process, and shares what admissions directors said about it. It suggests how students can find a college that's a good fit in all of the important ways. Finally, it explains how students request accommodations, and what ones commonly are and aren't approved. This third edition has been greatly revised to make it equally helpful to parents and professionals. It includes updated research and interviews, and new in this edition is corrections to common myths readers may have heard.

Summarization. Just when we thought we knew everything about it, the doors to divergent thinking open and summarization-no longer something that students must endure until you get to the ""cool"" stuff-takes on an exciting new role in student success!In this second edition of Summarization in Any Subject, Dedra Stafford joins Rick Wormeli in adding fresh depth and creative variations to the basics, including changes to all 50 techniques from the first edition and brand new summarizing techniques that can be differentiated for multiple disciplines and levels of student readiness. Personably written, with a sense of humor and a commitment to students' substantive engagement with curriculum, this new edition provides practical, ""show me what it looks like"" tools and descriptions as well as QR codes and tech integrations for many of the techniques. The book provides:A clear rationale for summarization in any subject along with an explanation of the cognitive science that powers its positive effects, including the influence of background knowledge and primacy-recency, plus the benefits of metaphors, chunking, timing, maintaining objectivity, and the efficacy that comes when students process content. Practical tips for teaching students note taking, paraphrasing, and text structure. Nine easy strategies that teachers can use to help students begin to understand what they need to know in order to summarize. Detailed descriptions of 60 strategies and critical thinking variations that provide students with memorable learning experiences, plus targeted support materials that assist in teaching and learning. It's time to revitalize learning and shatter the tedium associated with summarization, and this new edition of Summarization in Any Subject can help you do just that.

If you are looking for the intersection of past practices, current thinking, and future insights into the ever-expanding world of entrepreneurship education, then you will want to read and explore the fourth edition of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this edited volume covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues. The fourth edition spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, model programs, to the latest research from top programs and thought leaders in entrepreneurship. Moreover, the fourth edition builds on previous editions as it continues to investigate critical issues in designing, implementing and assessing experiential learning techniques in the field of entrepreneurship. This contemporary volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy - 2021 is a must-have book for any entrepreneurship professor, scholar or program director dedicated to advancing entrepreneurship education in the U.S. and around the world.

This book is a road map for teachers and school leaders who need to meet the needs of increasing numbers of Newcomers and other English Learners (ELs). The authors draw from years of experience in working with, listening to, and coaching administrators, teachers, and coaches nationwide to help you develop and implement an effective plan for your school. Beginning with the core belief that ""getting to know the student is pivotal,"" the authors show how to address both the academic and the social needs of Newcomers to help them integrate and excel-from their first day of school. The main components of the plan are the following: Identifying your students and assessing educational and socioemotional needs. Identifying qualified teachers and staff. Developing highly effective programs for Newcomers and other ELs. Accelerating English learners' acquisition of language, literacy, and knowledge through proven classroom teaching techniques. Supporting Newcomers' socioemotional well-being through classroom and administrative structures. Designing, implementing, and sustaining professional development for all staff. If you already have a plan for integrating Newcomers and ELs, you can use the information in this book to assess and strengthen it and to learn more about resources for continued coaching and growth. Whether your school has a formal plan or not, the information in this practical guide can help your staff better collaborate to attend to the needs and build on the strengths of Newcomers and ELs in your school.

This book answers the questions of whether teachers can assess students in a genuinely objective manner and if so, how it can be done. Also the answers to the question of how teachers can use assessment most effectively to promote learning are provided. With detailed practical information on all this and more, the 'Assessing Young People' book is an essential resource for all those in teaching and working with young people in a rapidly growing field.

Teacher leadership holds great promise for improving the quality of teaching and ensuring student success. But for co-performance of leadership among teacher leaders and principals to be effective, they must learn to lead in sync. Leading In Sync: Teacher Leaders and Principals Working Together for Student Learning provides principals, assistant principals, coaches, department leaders, grade-level and content team leaders, mentors, professional development leaders, and in fact all teachers with the strategies and tools needed to: Examine their own thinking about what constitutes high-quality teaching so they can work toward a shared vision. Identify teachers' many strengths as potential assets for achieving the shared vision. Recognize ways in which most teachers are already leading. Support leadership collaboration through efficient, effective communication. Develop trust required to learn to lead together. Jill Harrison Berg offers thought-provoking context and reflection questions that enable educators to examine their unique settings; real-world examples of teachers and principals co-performing leadership to improve student success; and dozens of strategies, tools, and templates to facilitate leading in sync. This book includes a link to free downloadable tools.

For every teacher it's different, but you know who they are for you-the students who are "hard to teach." Maybe they're reading far below grade level. Maybe they're English learners. Maybe they have diagnosed learning disabilities or behavioral issues. Maybe they're underachieving for reasons that are unknown. They have been overlooked or underserved or frustrated, and they're not learning as they should. Until now. Until you. How to Reach the Hard to Teach presents a thoughtful and practical approach to achieving breakthrough success with linguistically and culturally diverse students who struggle in school. Combining elements of the SIOP (R) Model and the FIT Teaching (R) approach, authors Jana Echevarria, Nancy Frey, and Douglas Fisher take stock of what we know about excellent instruction and distill it into five guiding principles: Set high expectations. Provide access to the core curriculum. Use assessment to inform instruction. Attend to language development-both English and academic. Create a supportive classroom climate. You'll learn specific practices associated with each principle and see how real-life teachers are employing these practices in their classrooms so that all students have the opportunity to learn and receive optimal support for that learning. Every teacher has had the experience of seeing a "hard to teach" student in a new light and realizing all he or she might achieve. This book is about shining that light of possibility on the students who challenge us most, interrogating our beliefs, and taking action to ensure they receive the best instruction we have to offer.

Offering an empirically rigorous perspective on actionable approaches to entrepreneurship education, including learning, teaching and assessment methods, this book aims to bridge the gap between the theory and practice of entrepreneurship education as it relates to local, regional, national and international contexts. An impressive team of leading international authorities and acclaimed experts provide a comprehensive and in-depth exploration of the role and impact of entrepreneurship education in industrially developed and developing countries as well as transition economies. Incorporating a wealth of new, emergent and innovative techniques, this book will allow teachers to effectively encourage future entrepreneurs to realize their ideas and intentions, and to convert them into successful and sustainable small businesses. An excellent addition to current entrepreneurship education literature, this book will be of interest to entrepreneurship teachers, postgraduate and doctoral students, as well as graduate entrepreneurs, for its useful empirical basis, in addition to extensive theoretical and practical knowledge. Contributors include: D. Bolzani, C. Camarero, L. Cisneros S. Coleman, Y. Costin, G. de Jong, J. Delfino, I. Diego, A. Fayolle, A. Fernandez-Laviada, R. Fisher, F. Gul, P.D. Hannon, L. Hietanen, L. Huxtable-Thomas, B. Hynes, Y. Israel-Cohen, C. Jones, P. Jones, O. Kaplan, D. Kariv, C. Keen, P. Kyroe, E. Luppi H. Matlay, J.H. Mejia, C. Netana, M. O'Dwyer, A. Penaluna, K. Penaluna, A. Perez, D. Pickernell, T. Pihkala, M. Redondo, M.P. Rice, A. Robb, H. Ruismaki, E. Ruskovaara, P. San Martin, V. Sanchez-Famoso, J. Seikkula-Leino, W.C. Stitt, M. Zaheer Asghar

Educators' most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. 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 prioritize: Voice-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.

Understanding the dynamics of trust is an imperative undertaking for educational leaders. In this book, using an ecological perspective of the lifecycle, the authors situate trust as an essential ingredient of school leaders' moral agency and ethical decision making. Based on their 15 years of research on trust in education, the authors describe the nature and dimensions of trust, its importance and imperative, and its fragility and usefulness for school leaders, positioning them as trust brokers in school organizations. The book offers a detailed description of trust's lifecycle stages, namely establishing, maintaining, sustaining, breaking, and restoring, as pertinent to educational settings. It discusses leaders' trust brokering in relation to social capital and psychological contract and interconnected hosting virtues of compassion, hope, and trust. The authors conclude with the role of maturing vision of moral agency, the subjective and objective responsibilities of educational leaders, and the necessary ethical commitments and courage to enact transformative practices in order to provide trustworthy leadership. With its theoretical and empirical basis, this book is an excellent resource for scholars in the fields of education, business, and leadership. It is also a valuable resource as required or supplementary reading for graduate courses in educational administration, leadership, and policy studies. Practitioners in these areas will find valuable insights that they can incorporate into their work.

Over the past decade the teaching environment in South Africa has changed drastically. One of the thorny issues facing the current education dispensation is that of learner discipline. Traditional views and disciplinary methods have had to give way for the Constitution's Bill of Rights. In light of this, the Faculty of Education Sciences at North-West University launched a research project on learner discipline and found that where before the emphasis was on reward and punishment, aspects such as co-ownership, mutual respect and co-responsibility are now key to the creation of a learning environment characterised by order and discipline. A practical guide to discipline in schools introduces some of the information gained from this study in the form of a practical manual and explores creative ways to transform impending chaos in the classroom into opportunities. It discusses the formulation of an equitable, fair and reasonable code of conduct and outlines the correct procedure to be followed for disciplinary hearings. A practical guide to discipline in schools is for educators and prospective educators, and aims to promote security in education practice through an orderly teaching-learning climate.

Why do some schools succeed while others struggle? Why do policies and programs often fail to deliver what they promise? In this follow-up to their insightful School Culture Rewired: How to Define, Assess, and Transform It, authors Steve Gruenert and Todd Whitaker offer practical advice and strategies that help you build positive energy to reinvigorate your school's culture and staff. Written as a standalone guide, School Culture Recharged clarifies the difference between culture and climate and zeroes in on key school improvement efforts, including: Moving from the culture you have to the culture you want. Using the school's culture to improve teaching, job satisfaction, and morale. Maximizing the intentions of professional learning communities. Developing organizational habits-rules and rituals-that can contribute to positive change. For education leaders at all levels, this book delivers a compelling message: Understanding and harnessing the transformative power of school culture can propel your school into the kind of place where teachers want to work, administrators can focus on what matters most, and students can thrive.

How can we ensure that all students, regardless of cultural background or socioeconomic status, are granted equitable opportunities to succeed in the classroom and beyond? In Keeping It Real and Relevant: Building Authentic Relationships in Your Diverse Classroom, author and veteran educator Ignacio Lopez offers hard-won lessons that educators at all levels can apply to teaching, assessing, counseling, and designing interventions for learners from all walks of life. These insights are all rooted in the same core principle: building deep and meaningful relationships with students is the key driver of their success. In addition to examining the pivotal role of relationship-building among teachers and students in preparing the latter to perform at the highest level, this book offers: Real-life examples of challenging classroom situations, each with a detailed breakdown of how they were peacefully and non-punitively resolved. Strategies for designing learning environments suited to the individual needs of students and reflective of their cultural backgrounds. Ideas for scaffolding students as they experience and internalize epiphanies about what works and what doesn't, both academically and behaviorally. Activities and reflection questions for use in professional development. Many teachers find balancing the needs of increasingly diverse classrooms made up of learners from increasingly diverse backgrounds to be a difficult and often thankless task-and one that takes precious time away from instructional planning. Here, Lopez outlines simple but ingenious steps for addressing these needs holistically, in a way that takes no extra time yet amply enhances the learning experience for students. Clear, practical, and much-needed, Keeping It Real and Relevant is the ultimate blueprint for creating a harmonious and successful classroom for kids of all colors, creeds, and cultures.

What will it take to create truly contemporary learning environments that meet the demands of 21st-century society, engage learners, and produce graduates who are prepared to succeed in the world? What skills and capacities do teachers and leaders need to create and sustain such schools? What actions are necessary? Bold Moves for Schools offers a compelling vision that answers these questions-and action steps to make the vision a reality. Looking through the lenses of three pedagogies-antiquated, classical, and contemporary-authors Heidi Hayes Jacobs and Marie Hubley Alcock examine every aspect of K-12 education, including curriculum, instruction, assessment, and the program structures of space (both physical and virtual), time, and grouping of learners and professionals. In a new job description for teachers, Jacobs and Alcock highlight and expound on the following roles: Self-navigating professional learner. Social contractor. Media critic and media maker. Innovative designer. Globally connected citizen. Advocate for learners and learning. With thought-provoking proposals and practical strategies for change, Bold Moves for Schools sets educators on the path to redefining their profession and creating exciting new learning environments. The challenge is unprecedented. The possibilities are unlimited.

In this book, Erik M. Francis explores how one of the most fundamental instructional strategies-questioning-can provide the proper scaffolding to deepen student thinking, understanding, and application of knowledge. You'll learn: Techniques for using questioning to extend and evaluate student learning experiences. Eight different kinds of questions that challenge students to demonstrate higher-order thinking and communicate depth of knowledge. How to rephrase the performance objectives of college and career readiness standards into questions that engage and challenge students. Francis offers myriad examples of good questions across content areas and grade levels, as well as structures to help teachers create and use the different kinds of questions. By using this book to fine-tune your approach to questioning, you can awaken the spirit of inquiry in your classroom and help students deepen their knowledge, understanding, and ability to communicate what they think and know.

In Peer Feedback in the Classroom, National Board Certified Teacher Starr Sackstein explores the powerful role peer feedback can play in learning and teaching. Peer feedback gives students control over their learning, increases their engagement and self-awareness as learners, and frees up the teacher to provide targeted support where it's needed. Drawing from the author's successful classroom practices, this compelling book will help you: Gain a deeper understanding of what meaningful feedback looks like and how it can be used as a tool for learning. Establish a respectful, student-led learning environment that supports risk taking and honest sharing. Teach students to be adept peer strategists who can pinpoint areas of needed growth and move forward with specific strategies for improvement. Develop cooperative student expert groups to help sustain effective peer feedback throughout the year. Use technology to enhance collaboration, streamline the learning and revision process, and strengthen students' digital citizenship skills. The book also includes extended reflections that express, in students' and teachers' own words, the approach's powerful effect on their practice. Invite students to be your partners in learning, and enrich your collective classroom experience.

It will help you to: Check what you know - the warm-up activities in the knowledge booster section help you recap what you already know about the topic. Understand the exam questions - the exam skills section break down each type of questions so you can see how it works, then the 'steps to success' skills builder shows you how to construct the answer Practice with exam-style questions - the practice paper give you the change to putt your skills into action, writing straight into the book, supported by plenty of hand hints and tips to keep you focused Develop your skills and understanding - the example answers to the proactive paper use student-friendly mark schemes and annotations to show you what makes them successful responses.

In this UPDATED edition of the National Curriculum for England for Key Stages 1 and 2, you will find full programmes of study for all eleven original primary subjects plus three new subjects: Relationships Education; Relationships and Sex Education; and Health Education (to be taught in English schools in September 2020). The National Curriculum for England sets out the framework for the national curriculum at key stages 1 and 2. This statutory guidance includes information about the school curriculum and the national curriculum. The aims for the national curriculum Statements on inclusion, and on pupils' competence in numeracy and maths, language and literacy across the school Programmes of study for KS1 and KS2 for all the subjects that are taught at these key stages.