When we embark on a journey, every action revolves around the destination. Of course, not all trips are smooth sailing. We inevitably hit distractions, obstacles, and detours. These challenges threaten to blow us off course, but when we stay focused on the destination rather than the barriers, we can move forward. The same is true in education. Barriers to effective teaching are neither permanent states nor character traits. Rather, they are temporary challenges successful coaches help teachers overcome by connecting them with the right methods and keeping them focused on the destination. In Compassionate Coaching, Kathy Perret and Kenny McKee identify the six most vexing challenges teachers face-lack of confidence, failure, overload, disruption, isolation, and school culture challenges-and the six corresponding ways that coaches can help teachers surmount them, dubbed the compassionate coaching focus areas. Coaching with compassion is a process focused on partnership, empowerment, prioritization, routine, connection, and openness. Done well, it can result in transformational improvements to student achievement and teacher work satisfaction. In some cases, it can even shift the trajectory of whole schools. Roadblocks and detours can get in our way when we are coaching just as they can during any journey. Instead of grumbling about the setbacks, we can open our eyes to the possibilities of a new and better route. That's what compassionate coaching offers. Let's go!

In-service teacher professional development is central to most empirical conceptions of educational quality. As the techniques and strategies for educational reform have spread rapidly throughout the world, teacher professional development practices have been borrowed across borders. It is important to study the global sharing of information on teacher professional development. Global Perspectives on Teacher Performance Improvement examines the implementation of proven, high quality teacher professional development practices in unique environments around the world. It further explains the power of a globally connected community of teacher quality improvement. Covering topics such as mentoring programs, education technology, and education workforce, this book is an essential resource for educational administration and faculty, pre-service teachers, the public education sector, government officials, educators of both K-12 and higher education, researchers, and academicians.

Computers and mobile technologies have become widely adopted as sought-after tools in the field of education. The prevalence of technology in early childhood education (ECE) is increasing, and teachers, both pre-service and in-service, are using best practices to integrate tools effectively to improve teaching and learning within the field. This includes settings such as childcare centers, family childcare, and community programs that have both educators and administrators adapting to the use of technology. Therefore, it has become critical to research and explore the best practices of technology integration and successful strategies to improve the use of technology in ECE. Empowering Early Childhood Educators With Technology examines best practices that focus specifically on those that facilitate the development of competencies in teaching young children (birth to age 8) and technology integration. The chapters include information on the foundations of technology in early childhood education, content-specific technology applications, developmentally appropriate practices (DAP) for learners using technology, and how to meet diverse learner needs with technology. The target audience for this book is early childhood professionals, teacher educators, pre- and in-service teachers in early childhood settings, faculty and researchers in the field of education, instructional technologists, childcare and elementary school administrators, early education policy organizations, and advocacy groups that are interested in the best practices and successful strategies for implementing technology in ECE.

Due to the increasingly diverse populations found in Pre-K-12 education, it is imperative that teacher educators prepare preservice teachers to meet the shifting needs of changing student populations. Through the integration of social justice education, teacher educators can challenge the mainstream curriculum with a lens of equity and collaborative equality. Integrating Social Justice Education in Teacher Preparation Programs is a critical research book that explores the preparation and teaching methods of educators for including social justice curriculum. Highlighting a wide range of topics such as ethics, language-based learning, and feminism, this book is ideal for academicians, curriculum designers, social scientists, teacher educators, researchers, and students.

A Practical Guide for Personal Support Workers from a P.S.W.: Volume One is an easy way to learn some of the different functions associated with being a personal support worker. The book provides clear directions on how to perform some basic health care tasks in a safe and effective manner. It is designed to help current personal support workers, aspiring personal support workers, paraprofessionals and general caregivers. Among the tasks covered are transfers, commode care and bed baths. The author has worked in this profession for many years, developing easier and safer ways to deploy these important skills and tasks. About the Author: Andy Elliott, D.S.W., C.Y.W., C.Y.C., P.S.W., is a personal support worker for the Canadian Red Cross. He lives in Ontario with his wife and four daughters. Publisher's website: http: //sbpra.com/AndyElliott

This book provides practical help and guidance for non-native English-speaking higher education lecturers faced with the need to deliver lectures and seminars in English. It builds on the authors' years of experience as researchers and teacher trainers in the area of English Medium Instruction (EMI), combining practical advice and research findings with useful case studies from different global settings, including Australia, China, Hong Kong, Slovakia, Spain, the UK and the USA, and a range of subject areas, such as philosophy, mathematics and genetics. The authors present an overview of what generally happens when university teachers make the transition to teaching in English. After dispelling some common myths and setting out priorities, Ruth Breeze and Carmen Sancho Guinda move on to explain how practitioners can prepare to give lectures and interact with both local and international students effectively in English, tackling difficult issues, such as encouraging participation, promoting creativity and critical thinking, and evaluating written student work. The final chapters address good practices in EMI, proposing ways to achieve excellence in global settings.

All you need to know about the theory and practice of teaching primary English. If you are training to be a primary school teacher, a knowledge of the primary English curriculum is not enough, you need to know HOW to teach English in primary schools. This is the essential teaching theory and practice text for primary English that takes a focused look at the practical aspects of teaching. It covers the important skills of classroom management, planning, monitoring and assessment and relates these specifically to primary English. Practical guidance, features and resources support you to translate your learning to the classroom and understand the wider context of teaching. The book includes: - Online practical lesson ideas for the classroom - The Primary National Curriculum for English in Key Stages one and two - Tips for planning primary English - A recommended children's book list - Useful weblinks for primary English teaching This ninth edition has been updated throughout and includes a new chapter on online and 'blended' learning and teaching for primary English.

This edited volume explores how Chinese school-based educators learn from others and attain awareness in dialogue with the world in an era of increasing globalization and information exchange. Minzhu Primary School in Shanghai, China, and Bay Street School in Toronto, Canada, have been connected as sister schools of cross-cultural exchange since 2008. Together, they have explored ways to reciprocally learn in a cross-cultural partnership while remaining grounded in their home culture and language. In this book, chapter authors examine how Chinese school-based educators view themselves, understand others, and grow and develop as a consequence of a decade of cross-cultural reciprocal learning as sister schools. Further, the authors discuss prospects for future educational interactions between Canada and China.

Education is a field in which reflective practice is not only imperative for teacher and student success, but also for maintaining the desire to remain in the profession. During times of uncertainty, particularly as we faced the dual pandemics of social injustice and COVID-19 over the past year, we have felt demoralized and powerless. We know that we are not alone, as research indicates burnout, particularly among educators, is well-documented and increasing as a result of the continued heavy workload and added individual and societal stressors of the past year. During this turmoil, we have found solace, comfort, and connection in reflecting on our educational paths and sharing our stories with each other, friends, and colleagues. These reflective experiences, both individual and shared, have been powerful, rekindling our passion and desire to teach and thinking about ways we can support our students in and beyond the current climate of social unrest and a global pandemic. We believe that reading reflections of others' experiences will remind readers that they are not alone in their work, provide opportunities for them to find connections with fellow educators, and encourage them to engage in reflective practices of their own. The book is a timely collection of stories from various groups of people, such as those who identify as mothers, fathers, people of color, LGBTQIA scholars, first-generation college students, retired educators, those new to academia, and those with established academic careers, in an attempt to create a book where scholars can see themselves reflected in the stories of others, re-igniting the passion that led them to academia. This book is ideal for higher education faculty, those seeking to enter academia, educators who have left the classroom for administrative roles such as principals, assistant principals, instructional coaches, and district leaders, those considering a career in academia, and those in graduate degree programs.

Perspectives and identity are typically reinforced at a young age, giving teachers the responsibility of selecting reading material that could potentially change how the child sees the world. This is the importance of sharing diverse literature with today's children and young adults, which introduces them to texts that deal with religion, gender identities, racial identities, socioeconomic conditions, etc. Teachers and librarians play significant roles in placing diverse books in the hands of young readers. However, to achieve the goal of increasing young people's access to diverse books, educators and librarians must receive quality instruction on this topic within their university preparation programs. The Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals is a comprehensive reference source that curates promising practices that teachers and librarians are currently applying to prepare aspiring teachers and librarians for sharing and teaching diverse youth literature. Given the importance of sharing diverse books with today's young people, university educators must be aware of engaging and effective methods for teaching diverse literature to pre-service teachers and librarians. Covering topics such as syllabus development, diversity, social justice, and activity planning, this text is essential for university-level teacher educators, library educators who prepare pre-service teachers and librarians, university educators, faculty, adjunct instructors, researchers, and students.

All the subject knowledge you need to teach primary English. If you are training to be a primary school teacher, you need to understand what you need to know about primary English before you can teach it. Secure subject knowledge and understanding is the foundation of confident, creative and effective teaching. To help you master this, this comprehensive text includes subject knowledge from each part of the primary English curriculum and comes with a wide range of resources so you can test your growing knowledge as you progress through the course. an online English subject knowledge audit with the ability to share results end of chapter self-assessment questions Interactive tasks an English subject knowledge checklist useful weblinks for primary English teaching Recommended further reading This new edition has been updated and includes a new chapter on children's common misconceptions in English.

This book examines the development of civic education in the United States through the lives of two teachers at Shortridge High School (SHS) in Indianapolis around 1900. After situating civic education at the turn-of-the-century, the book describes the career of Laura Donnan-her influences, teaching, extracurriculars, and civic life-through the lens of her unique epistemology, shaped by negotiating the gendered ideologies of her era. Then, the book re-examines Arthur W. Dunn's career, focusing on his ten years at SHS, and the influence of Donnan on his popular community civics curriculum and subsequently the 1916 report "The Social Studies in Secondary Education." Previous scholars have overlooked Dunn's time at SHS, viewing it simply as a stepping stone for the progressive educator's career. This book argues that Dunn's time at SHS was pivotal to his career due to influential colleagues, primarily Donnan. To conclude, Clark discusses the implications of Donnan's epistemology in shaping civic education in the United States.

In today's educational world, supporting graduate students from all backgrounds and ensuring they receive the best education possible is vital. Due to this, academic mentors and graduate student mentoring programs must provide equitable support within learning environments as a construct of social justice for supporting the success of advanced, underrepresented student learners. Best Practices and Programmatic Approaches for Mentoring Educational Leaders discusses empowered perspectives about conceptual and best practice approaches regarding mentoring and supporting doctoral students' success and considers the area of diversity and inclusion in higher education related to best practices in programming. Covering topics such as educational leadership, higher education, mentoring networks, and communities, this reference work is ideal for industry professionals, administrators, policymakers, researchers, academicians, scholars, practitioners, instructors, and students.