This comprehensive multimedia kit includes a Facilitator′s Guide for using the 18 video programs; CD-ROM with detailed facilitator scripts, activities, handouts, and overheads; four videotapes that show a range of effective professional development strategies; and Designing Professional Development for Teachers of Science and Mathematics, 2nd Edition. Teachers as Learners is a production of WGBH Boston in collaboration with WestEd, with funding from the National Science Foundation.

Teachers as Learners: A Multimedia Kit for Professional Development in Science and Mathematics

Education & Teaching

WGBH BOSTON

WESTED

Schools & Teaching

Corwin

Ringbinder edition 175 pages Trainers Manual Moldule IV 10 X 11 1/2 inches

The Program for infant toddler caregivers Trainer's Manual (Culture, Family and Providers, Module IV)

WestEd

A Guide to Creating Partnerships with Families second edition

Guide to Culturally Sensitive Care

What does it take to translate teacher professional development into impressive learning gains for students? A research study of eight schools that won the U.S. Department of Education’s National Award for Model Professional Development has been distilled into this brief and compelling story of successful school reform. A culture of learning — for teachers, students, the entire community — pervades these schools, and this book provides a glimpse of what it looks like. Teacher voices and vignettes give life to the guiding principles that researchers identified across these disparate sites. Annotated lists of resources provide concrete help in putting these principles into practice. And profiles of each school’s journey demonstrate that extraordinary results can be achieved from even modest beginnings. In directing this project, Nikola Filby, who coordinates the WestEd Regional Educational Laboratory, hoped to capture the experience of effective professional development for the full range of teachers who pulled together for their students. "Teachers Who Learn, Kids Who Achieve is based on hundreds of hours of interviews with teachers, teacher aides, teacher leaders, and principals," as Filby reports. "The lessons we learned can be applied in any school, but the vision and discipline to stick with them require school staffs like those we met, educators whose goals never waver from what their students need. The people in these schools didn’t succeed because they’re superstars or over-achievers. They’re good, to be sure, and they worked hard, but they succeeded because they had concrete plans that let them turn their caring for their kids into learning and achievement, for themselves as well as their students."

Teachers Who Learn, Kids Who Achieve

The fact that highly skilled school administrators are crucial to successful teaching and learning has long been recognized. But as the challenges administrators face have become more complex in this era of standards-based reform and high-stakes accountability, increasing attention has been focused on trying to identify the specific knowledge, skills, and dispositions that are essential to successful school leadership. The Descriptions of Practice (DOPs) introduced in this publication were developed to enhance the usefulness of research-based leadership standards, including the widely used California Professional Standards for Education Leaders (CPSELs) and the nationally developed Interstate School Leaders Licensure Consortium (ISLLC) standards. For each of six broad standards, the DOPs identify the underlying goals and provide a detailed narrative describing specific administrator actions, attitudes, and understanding needed to attain each goal. The DOPs also depict what key aspects of each standard look like in action across a continuum of developing practice, as an administrator moves from being a tactical manager to a strategic instructional leader whose efforts result in improved student learning. Coupled with the standards, the DOPs provide readers with common concepts, language, and examples that, together, can serve several, sometimes overlapping, purposes: • as a starting point for developing credentialing criteria, • as a guide for planning leadership preparation or professional development, • as a basis for clarifying performance expectations, and • as a mirror for an administrator's self-reflection and professional goal-setting.

Moving Leadership Standards Into Everyday Work

What does effective leadership look like, not just in theory but in action? Moving Leadership Standards Into Everyday Work: Descriptions of Practice enhances the usefulness of the California Professional Standards for Education Leaders (CPSEL) by illustrating key knowledge and actions reflected in leadership that supports all students to learn and thrive. The recently updated descriptions of practice (DOP), derived from consensus-building among experts and practitioners, show what individual elements within each of the six CPSEL look like across a continuum of practice. Each continuum, ranging from practice directed toward the standard to practice exemplifying the standard, provides common concepts, language, and examples for a given leadership element.
 The DOP, which are also useful with leadership standards in other states, can serve various and sometimes overlapping purposes, including as 
<ul>
<li>A starting point for developing credentialing criteria or assessments</li> <li>A guide for planning leadership preparation, induction, professional learning or coaching</li> <li>A basis for clarifying performance expectations</li> <li>A mirror for an administrator's self-reflection and professional goal-setting</li> </ul> Today's school administrators must assume multiple roles, from catalyst to manager, from expert to facilitator. This resource, which includes a tri-fold version of the CPSEL, offers a realistic view of how those shifts translate into effective leadership.

Moving Leadership Standards Into Everyday Work: Descriptions of Practice, Second Edition

Quantway Core: Reclaiming Students' Mathematical Lives (Version 2.7)

XanEdu

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