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.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

A Philanthropic Covenant will feature eight essays from several prominent African American grantmakers, scholars, activists and clergy that will examine critical elements of modern philanthropy and how they affect Black communities for good and for ill. Each chapter will include statistical documentation of the issues, strategic recommendations to improve the quality of Black life, and examples of outstanding models already being practiced throughout the country. A Philanthropic Covenant is intended to inform individuals, grantors, religious organizations, fundraisers and youth how philanthropy--time, talent and treasure--can be strategically mobilized to assist Black communities in dealing more effectively with the issues outlined in The Covenant with Black America. Throughout the book, emphasis will be placed on the role, responsibilities and potential of African Americans and African-American philanthropy, in particular, to affect positive change in their own communities.

For hundreds of years, the American public education system has neglected to fully examine, discuss, and acknowledge the vast and rich history of people of African descent who have played a pivotal role in the transformation of the United States. The establishment of Black studies departments and programs represented a major victory for higher education and a vindication of Black scholars such as W. E. B. Du Bois and Nathan Huggins. This emerging field of study sought to address omissions from numerous disciplines and correct the myriad distortions, stereotypes, and myths about persons of African descent. In An Introduction to Black Studies, Eric R. Jackson demonstrates the continuing need for Black studies, also known as African American studies, in university curricula. Jackson connects the growth and impact of Black studies to the broader context of social justice movements, emphasizing the historical and contemporary demand for the discipline. This book features seventeen chapters that focus on the primary eight disciplines of Black studies: history, sociology, psychology, religion, feminism, education, political science, and the arts. Each chapter includes a biographical vignette of an important figure in African American history, such as Frederick Douglass, Louis Armstrong, and Madam C. J. Walker, as well as student learning objectives that provide a starting point for educators. This valuable work speaks to the strength and rigor of scholarship on Blacks and African Americans, its importance to the formal educational process, and its relevance to the United States and the world.

You are a school administrator-a principal or maybe a district leader. You're doing everything "right"-poring over data, trying new strategies, launching annual initiatives, bringing in outside trainers. So why do the outcomes you seek still seem so far away? The problem isn't you; it's that you were trained in school leadership, and school leadership just isn't up to the challenge. Each year, Robyn R. Jackson helps thousands of administrators stop wasting time and energy on flawed leadership approaches that succeed only with the right staff, students, parents, budget, and boss. As they have discovered, it's possible to transform your school with the people and resources you already have. The secret? Stop leading and start building! In this book, you'll learn to use Jackson's breakthrough Buildership Model (TM) to escape the "school improvement hamster wheel" and finally create the school your students and teachers deserve. The work involves a handful of simple shifts in how you approach . . . Purpose: Instead of chasing tiny gains or the "next new thing" every year, you'll establish and use an ambitious vision, mission, and set of core values to galvanize your staff, keep everyone focused, and create true accountability for achieving your goals. People: You'll discover new ways to help every teacher grow one level in one domain in one year or less and, ultimately, develop high levels of both will and skill. Pathway: Instead of trying to tackle every problem at once, you'll identify the biggest obstacle standing in your way right now and figure out exactly how to remove it once and for all. Plan: You'll learn a new process for solution implementation that is iterative, cyclical, and capable of powering both short-term wins and ongoing transformation, year over year. When you stop leading and start building, you let go of the idea that you need to work harder to make your school "work better." You no longer settle for incremental improvement when what you really want is dramatic change and better learning outcomes for all. It's time to make the shift from leadership to buildership. Get ready to turn your school into a success story.

LESSONS centers on the lives of two men; one, Michael Mendoza, who is a homosexual psychologist and the other, his lover, David Winthrop, a wealthy, promiscuous, bisexual stock broker. LESSONS is written with metaphysical overtones and shows the past and present lives of the two men to be the continuous, eternal journey of being in school, learning lessons. LESSONS relates the men's present life, to their lives as husband and wife during the 16th century with the war between England and Spain as the backdrops, depicting the battles on the high seas, then back to the present period, 1980. The normal hassles and challenges of life continues. David wants to be reunited with his ex-wife, Samantha, and maintain his relationship with Michael, while Michael copes with lawsuits and losing his job. Michael and David eventually discover the reason for their coming together, again, in this lifetime, as well as other answers to many of their present challenges from the wisdom of an Enlightened One, teacher, Master Zin. The major theme of LESSONS is life itself and the reasons for it - namely, love and forgiveness. All the seemingly turmoil in our lives provide us with the opportunity at any given moment to transform and transmute the illusion by changing our attitude and perception.

"Temptations of Power" examines the new security dilemma that confronted George W. Bush when terrorists proved for the first time on 9/11 that they could seriously wound even the greatest of military powers on its own soil. The authors argue that the response was influenced by neo-conservative exaggeration of the efficacy of military power and belief in the US ability to change the world. Jackson and Towle advocate for new politics--but not the kind Washington has adopted since 2001.

Mahamudra in India and Tibet presents cutting-edge research by European and North American scholars on the Indian origins and Tibetan interpretations of one of the most popular and influential of all Tibetan meditation traditions, Mahamudra, or the great seal. The contributions shed fresh light on important areas of Mahamudra studies, exploring the Great Seal's place in the Mahayana Samadhirajasutra, the Indian tantric Seven Siddhi Texts, Dunhuang Yogatantra texts, Mar pa's Rngog lineage, and the Dgongs gcig literature of the 'Bri gung, as well as in the works of Yu mo Mi bskyod rdo rje, the Fourth Zhwa dmar pa Chos grags ye shes, the Eighth Karma pa Mi-bskyod rdo rje, and various Dge lugs masters of the 17th-18th centuries. Contributors are: Jacob Dalton, Martina Draszczyk, Cecile Ducher, David Higgins, Roger R. Jackson, Casey Kemp, Adam Krug, Klaus-Dieter Mathes, Jan-Ulrich Sobisch, and Paul Thomas.

This special issue presents theoretical and empirical studies that provide an understanding of the dynamic, complex, and often conflicting school, family, and community context in which African-American and Latino adolescents are formally and informally educated. Focusing on the examination of identity development, family/community background and resources, and academic performance, this issue is concerned with the development and implementation of culturally relevant policies and programs for these adolescents that effectively support their academic success. Each paper addresses a set of challenging questions and, in the process, raises new questions. As a result, the papers challenge researchers, policymakers, and educators to engage in thoughtful examination of the sociocultural context in which African American and Latino youth live as they address their developmental and academic needs.

Informal learning experiences drive many into the education realm. For some, the opportunity to coach young people in sports or other extra-curricular programs is what motivates them to get out of bed in the morning. It is in these contexts that young people acquire some of the lessons that have stood the tests of time in their memory, and formulated their being. It is these moments that we hope to capture and pass on through this collective work. The Greatest Lecture I Was Never Taught: Leadership Lessons and Mentoring Moments from the Lives of Everyday Educators asks educators from all sectors (K12, Higher Education, Educational Administrators, Medical, Military, Coaching, etc.) to reflect on these moments and help us pass them on. Some took this as an opportunity to finally thank a mentor. Others presented information on what shaped their priorities; and still others just wanted to tell a story. Whatever their motivation, this collection should serve as an investigation on how the informal teaching moments are a leader's and mentor's greatest tool.