This Tutor Assessment Pack for AQA GCSE (9-1) Mathematics Higher has a curriculum that matches tutor packs for a whole academic year and contains everything needed for a whole academic year of private tutoring: 38 twenty-minute topic tests - one for every lesson in the Maths Tutor Delivery Pack - to provide short bursts of additional practice of the key concepts covered Six summative tests, called checkpoint challenges, that draw on knowledge and skills in the six subject areas of the new 9-1 GCSE Maths: number; algebra; ratio, proportion and rates of change; geometry and measures; probability and statistics. Full practice papers for exam practice, designed to match the style and demands of the new AQA (9-1) Mathematics GCSE.

Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students' needs or how to navigateDespite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students' needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they're entitled to? In this practical reference, David F. Bateman-bestselling author of A Principal's Guide to Special Education-and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include: The pre-referral, referral, and evaluation processes. Individualized education programs (IEPs) and the parties involved. Accommodations for students who do not quality for special education, including those covered by Section 504. Transition from preK to K-12 and from high school to postschool life. Classroom management and student behavior. Educational frameworks, instructional strategies, and service delivery options. Assessment, grades, graduation, and diplomas. The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K-12 teachers need to successfully instruct and support students receiving special education services. It's an indispensable resource for every general education classroom.

While qualitative research has become increasingly popular in music education over the last decade, there is no source that explains the terms, approaches and issues associated with this method. In The Oxford Handbook of Qualitative Research in American Music Education, editor Colleen Conway and the contributing music educators will provide that clarification, as well as models of qualitative studies within various music education disciplines. The handbook outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning. It includes 32 chapters and is divided into five parts. Part I defines qualitative research and examines historical, philosophical and ethical issues associated with its use in music education. Part II discusses ways of approaching qualitative research including: case study, ethnography, phenomenology, narrative inquiry, practitioner inquiry, and mixed methods. Ways of collecting and analyzing data are examined in the third part of the text (observations, interviews, document analysis, music as data and technology). Part IV examines various music teaching and learning contexts that have been studied using qualitative approaches including: early childhood, general, instrumental-band, instrumental-string, choral, preservice and inservice teacher education, adult and community settings, student with exceptionalities, underserved populations, and world music. The final section of the book tackles permission to conduct research, teacher qualitative research, publishing qualitative research and direction for the future. An ambitious and much-needed volume, this handbook will stand as a key resource for drawing meaning from the experiences of students and teachers in music classrooms and communities.

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.

The revision series for Pearson Edexcel GCSE Drama Recently updated to match changes in the specification, our Revision Workbook helps students develop vital skills throughout their course in preparation for the exam with: One-to-one page match with the Revision Guide so students can find the practice they need quickly and easily Guided practice questions on every page demonstrate good technique and build confidence Hints and tips helps students avoid common pitfalls An exam-style timed test enables students to test their knowledge and understanding To really master your revision, why not combine this book with our Revision Guide? You'll get plenty of exam-style worked examples and support to help you understand key concepts. Simply search for 9781292325781.

In this inspiring and thought-provoking follow-up to his 2009 best-seller Motivating Black Males to Achieve in School and in Life, Baruti Kafele makes the case that the ""attitude gap"" that often affects underperforming students can only be closed if educators first help students develop the will to strive for excellence. According to Kafele, educators can achieve remarkable results by focusing on five key areas: The teacher's attitude toward students. The teacher's relationship with students. The teacher's compassion for students. The learning environment. The cultural relevance of instruction. Replete with practical strategies and illustrative anecdotes drawn from the author's 20-plus years as a teacher and principal in inner-city schools, Closing the Attitude Gap offers a wealth of lessons and valuable insights that educators at all levels can use to fire up their students' passion to learn.

Our revision resources are the smart choice for those revising for Pearson Edexcel GCSE (9-1) Chemistry Higher and Pearson Edexcel GCSE (9-1) Combined Science Higher. Are you looking to get a grade 7-9 in your exam? This book aims to help you nail it by giving you: * Expert advice to help you get to grips with the tougher exam questions * Worked examples and fully worked answers to show you what the best answers will look like * Plenty of opportunity to practise the more challenging exam-style questions * Hints and advice to develop your exam technique to help you access the higher marks.

A one-stop shop to answer your most pressing questions about what it takes to facilitate. Workshops, committees, teams, and study groups are a regular part of an educator's professional life, and any educator can find themselves in the facilitator role, with a responsibility to aid the group in achieving its goals. The Effective Facilitator's Handbook is here to help. Professional development expert Cathy A. Toll has written a guide for busy facilitators, starting with four simple rules for successful facilitation: listen, start with the end in mind, lead with productive tools, and stay organized. The processes, tools, and templates in each chapter are easy to apply and offer advice about how to create a welcoming environment, set the right tone, understand the group's dynamics, improve communication, and more. This book walks you through the unique purposes, pitfalls, and needs of specific types of groups, whether it's a professional development workshop, a committee focused on one decision or problem, a team that regularly collaborates for student success, or a study group learning about a specific issue. But Toll also considers the bigger picture and connects the patterns behind different types of facilitation skills that will serve you in a variety of situations and settings. As an effective facilitator, you'll be able to increase the value of group time, foster engagement, and help teachers improve their practice so that they can bring their best to the classroom each day.

When used effectively, quality questions and student dialogue result in self-regulated learners and formative feedback that reveals progress toward learning goals. Learning knows no boundaries. The potential for learning exists whenever and wherever we interact with our environment. So how can we infuse school learning with the authenticity and excitement associated with real-life experiences? In Questioning for Formative Feedback, Jackie Acree Walsh explores the relationship between questioning and feedback in K-12 classrooms and how dialogue serves as the bridge connecting the two. Quality questioning, productive dialogue, and authentic use of feedback are a powerful trifecta for addressing the needs of a new generation of learners. In fact, the skillful use of these three processes can fuel and accelerate the academic, social, and emotional learning of all students. In this book, Walsh provides a manual of practice for educators who want to engage students as partners in these processes. To that end, she offers the following features to help create a classroom in which everyone learns through intentional practice: Blueprints for coherent models of key processes and products. Tools and strategies to help you achieve identified outcomes. Protocols with step-by-step directions to complete an activity. Classroom artifacts of authentic classroom use, including links to 21 original videos produced exclusively for this book! Working together, questioning, dialogue, and feedback can transform learning for all. This book supports you in embracing and bringing that vision to fruition.

Mastery learning is an instructional approach that empowers every student to progress with confidence. Using flexible pacing and targeted supports, teachers guide students through a cyclic process of preparation, demonstration, and formative feedback until there is a mutual agreement between teacher and student that the student is ready to advance.In this book, educator Jonathan Bergmann, a pioneer of the flipped classroom movement, walks you step by step through the mastery learning cycle, explaining what it entails and providing the templates, models, and rubrics you need to start using it in your own classroom. You'll learn how to Set meaningful, measurable, and transferable learning objectives that target essential knowledge, skills, and dispositions. Develop a mastery rubric to check for student levels of proficiency. Create an assessment plan that ensures positive learning experiences for all. Plan and deliver units that incorporate both time-shifted direct instruction and collaborative application activities within the classroom space. Provide timely differentiated support, based on students' individual learning needs. Informed by trial and error in his own classroom and by discussions with other expert practitioners, Bergmann shares commonsense solutions to the major challenges of mastery learning implementation: everything from how to manage pacing to how to create multiple versions of tests, determine grades, and get stakeholder buy-in. The Mastery Learning Handbook is both an introduction to this exciting instructional approach and a practical resource that K-12 teachers can turn to again and again. See for yourself just how effective, enjoyable, and transformative mastery learning can be.

Fifty concrete strategies to help school leaders create a learning environment that better serves and supports students living with trauma. Many educators have heard about the need to implement "trauma-sensitive" practices in order to help students heal and succeed. But what does this look like on a day-to-day basis? What does it require of teachers and of those who lead them? In Trauma-Sensitive School Leadership, Bill Ziegler, Dave Ramage, Andrea Parson, and Justin Foster provide a framework to guide administrators and their teams through the process. With reference to research and their own experience as teachers, counselors, and school leaders, the authors explain how to Develop empathetic and supportive relationships among students and staff. Identify biases and barriers that hinder educators' ability to support learners affected by trauma. Design all-school events and daily lesson plans to minimize the likelihood of retraumatizing vulnerable students. Retool discipline practices and physical spaces to foster a more trauma-sensitive culture and climate. Establish supports to help teachers and other staff deal with secondary trauma. Accepting students for who they are and responding compassionately to their needs leads to greater success in academics and life. With 50 recommended strategies and real-life examples of trauma-informed healing practices, Trauma-Sensitive School Leadership can help you transform your school to better serve your students.

Struggling readers need personalized, focused, and assessment-driven instruction. In other words, they need interventions that work. Cooper, Chard, and Kiger provide those interventions in this essential resource. Covering the most important aspects of literacy-- oral language, phonemic awareness, word recognition, vocabulary, fluency, comprehension, and writing--the authors organize the interventions around a classroom-tested framework for assessing students, diagnosing their needs, teaching them based on findings, and reassessing them to determine whether more instruction, practice, or application are needed.

How do you ensure that no student is invisible in your classroom? How do you make the distinction between equity as the vehicle versus equity as the goal for each of your students? What measures do you take to ensure that you are growing as a culturally relevant practitioner? Can your students, particularly your Black students, articulate, beyond emotional reactions, the injustices that surround them? The foregoing are not trick questions. Rather, they are those that best-selling author Baruti K. Kafele poses and on which he suggests you deeply reflect as a teacher of Black students. The Equity & Social Justice Education 50 will help you understand the importance of having an equity mindset when teaching students generally and when teaching Black students in particular. It defines social justice education and sheds light on the issues and challenges that Black people face, as well as the successes they've achieved, providing you with a pathway to infusing social justice education into your lesson plans. And along the way, Kafele reveals personal experiences from his distant and recent pasts to highlight how important it is that your Black students see themselves in all aspects of education every day. You, the teacher, play a critical role in your students' success. The questions that Kafele asks in this book will help enhance your own understanding of race, systemic racism, and racial justice and guide you in developing strategies and lessons that speak to Black students in ways that truly support their achievement.

This timely book evaluates international human capital policies, offering a comparative perspective on global efforts to generate new ideas and novel ways of thinking about human capital. Examining educational reforms, quality of education and links between education and socio-economic environments, chapters contrast Western experiences and perspectives with those of industrializing economies in Asia, focusing particularly on Korea and the USA. Contributors analyse trends in Korean education, including state, charter and private education, higher education and student loans and debt, and provide policy prescriptions for the improvement of higher education financing in the USA. Offering theoretical insights into the relationship between socio-economic and educational benefits for children and young people, and human capital formation, further chapters consider recent empirical evidence on disadvantaged people in the USA, before broadening the scope of analysis to consider the effects of human capital on industrial structure and productivity among OECD countries. Providing a unique and incisive understanding of human capital formation in the context of education, this book lays out guidance to scholars and researchers of human capital, particularly those concentrating on policies in Korea and the USA. It will also be useful to policymakers involved in economic and education policy.

Feeling overwhelmed-constantly, on a daily basis-has unfortunately become the status quo among educators. But it doesn't have to be. Schools need to stop adding more programs, strategies, activities, resources, projects, assessments, and meetings. Though they are often implemented with the best intentions, these things ultimately end up as clutter-that which inhibits our ability to help students learn. Instead, teachers need more clarity, which emerges when we prioritize our efforts to do less with greater focus. This isn't simply a matter of teachers doing less. Rather, teachers need to be intentional and prioritize their efforts to develop deeper understanding among students. In Teaching with Clarity, Tony Frontier focuses on three fundamental questions to help reduce curricular and organizational clutter in the interest of clarity and focus: * What does it mean to understand? * What is most important to understand? * How do we prioritize our strategic effort to help students understand what is most important? By prioritizing clear success criteria, intentional design, meaningful feedback, and a shared purpose, teachers can begin to clear away the curricular clutter that overwhelms the profession-and embrace the clarity that emerges.

"Determine the main idea of a text and explain how it is supported by key details; summarize the text." Your students may recognize the words determine, explain, and summarize in this standard, but would they understand and be able to apply these concepts? Students encounter these and other academic vocabulary words throughout their school years, but too often, they don't have a firm grasp of these words' meanings or what skills they require. Enter vocabulary expert Marilee Sprenger, who has curated a list of 25 essential high-frequency words that students must know to be academically successful, especially on standardized tests, and be ready for college and career. In this indispensable guide for all educators, she provides * Pre- and post-assessments to help you evaluate your students' understanding of the essential 25. * A detailed entry for each word, including activities and strategies that will help students internalize the word's meaning and application. * Retrieval games to help students practice the words in fun, engaging ways and reinforce the networks for those words in their brains. * Downloadable blank templates for many of the strategies used throughout the book. Every student needs to know and understand these words to perform at their best. If educators get behind this effort and make the essential 25 part of the fabric of their schools, students will be equipped to thrive in school and beyond.

In this book, Gretchen Oltman and Vicki Bautista walk you through the eight steps necessary to craft a personal leadership philosophy: a reflective explanation of the leadership style, core values, mindset, and real-life experiences that make you the leader you are today.When you can authentically tell your story, your school community will know you, what you value, and why you make decisions the way you do. You will rediscover a sense of purpose, renewal, and inspiration that may have slipped away amid the chaos of life-and you can build a stronger connection with those you lead and work beside. Leading in a school setting does not mean you need to lose your individual identity. You became a school leader by following your own unique path. You possess talents that set you apart from others. By working purposefully to share your personal leadership philosophy, you can create a new expectation of what school leaders should be and counter the unrealistic assumptions that others may hold. You can be more than your title. What's your leadership story?

What does it take to be a good school principal? No two principals work exactly the same way, but research shows that effective principals focus on a core set of factors critical to fostering success among all students.In this second edition of Qualities of Effective Principals, James H. Stronge and Xianxuan Xu delineate these factors and show principals how to successfully balance the needs and priorities of their schools while continuously developing and refining their leadership skills. Throughout the book, the authors provide practical tools and extensive research that will help principals * Assess, exhibit, and harness instructional leadership to meet a school's goals. * Foster and sustain an effective school climate for learning. * Select, support, and retain high-quality teachers and staff. * Manage school resources effectively and efficiently. * Create, maintain, and strengthen internal and external community relationships. * Define their role in student achievement. This book also includes practical skills checklists, along with quality indicators and red flags for effective leadership. Qualities of Effective Principals, 2nd Edition, is an excellent resource for both experienced and new principals committed to developing and leading strong schools that help all students succeed.

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

Megan Kortlandt, Carly Stone, and Samantha Keesling have developed a flexible structure for collaborative professional learning that they call the principal lab, in which K-12 principals learn with and from each other to become better instructional leaders. Each chapter walks through the foundational components of a successful principal lab-relationship building, anchoring experiences, observations, and feedback-and then discusses how to lay the groundwork, figure out logistics, and plan and structure labs.Principal Labs: Strengthening Instructional Leadership Through Shared Learning combines the latest research in adult learning with the authors' practical experience to discuss the qualities of a successful principal lab and provide the tools to build your own. It's easy to get started with downloadable reflection and observation templates based on the examples in each chapter. As a school principal you have many responsibilities, and finding time for your own professional development can be a challenge. The approach in this book will help you effectively use your time to connect with other principals, practice and develop feedback skills, and ultimately make informed decisions for instructional improvement in your school.

The BTEC Study Skills Guide Planner can support your students in embedding successful, tried and tested approaches to revision to help them make the most of revision time. It puts students in control of their revision so that they are organised, can manage stress and track revision to help achieve their target grades. It has been designed alongside BTEC specialists for learners revising BTEC Tech Awards, BTEC Firsts or BTEC Nationals. The BTEC Study Skills Guide improves students' study skills at any point in the course. It includes tried and tested techniques for organisation and time management, motivation, writing, research, presentation skills and memory consolidation. This title also includes an introduction to mindfulness, with accompanying audio, helping learners to manage stress, stay in control, calm and confident with revision.

Our revision resources are the smart choice for those revising for Pearson Edexcel GCSE (9-1) Biology Higher and Pearson Edexcel GCSE (9-1) Combined Science Higher. Are you looking to get a grade 7-9 in your exam? This book aims to help you nail it by giving you: * Expert advice to help you get to grips with the tougher exam questions * Worked examples and fully worked answers to show you what the best answers will look like * Plenty of opportunity to practise the more challenging exam-style questions * Hints and advice to develop your exam technique to help you access the higher marks.