The Head of Department's Pocketbook

Will Thomas

Brin Best

Teachers' Pocketbooks

The Primary Teacher's Pocketbook (Teachers' Pocketbooks)

Bruce Potts

The extensively illustrated pocketbook is aimed at primary and secondary teachers in the UK but will be relevant to those working overseas. It starts with a section on work-life imbalance and explores attitudes and behaviours which can help to correct the balance.

The Managing Workload Pocketbook

The extensively illustrated book is aimed at teachers in secondary schools in the UK but will be relevant to those working overseas. It encompasses all strands of the job: administrative, pastoral, academic - and all teachers will recognise the light-hearted stereotypes the author treats us to! From establishing clear routines for registration, homework diaries and uniform checks, the book moves on to imaginative, practical ideas for creating a group identity. The tutor's role in the personal and social development of pupils is covered: encouraging their hobbies; sorting out friendship/organisational difficulties and delivering the PHSE/citizenship curriculum. Target-setting, using data and supporting students as learners feature in a section on academic monitoring.

The Form Tutor's Pocketbook (Teachers' Pocketbooks)

Roy Watson-Davis

Explains how to present yourself - both in writing and in person - as the ideal candidate for jobs in education. This book covers various topics starting from deciding which posts to apply for and writing your application, through to the interview day and after.

The Jobs and Interviews Pocketbook (Teachers' Pocketbooks)

Haigh, Gerald

This extensively illustrated Pocketbook takes a practical approach to classroom observation for professional development purposes. It begins by establishing the reasons for lesson observations, outlining the benefits, and defining protocols. There is a chapter, with clear do's and dont's, on how to become an effective observer. This is followed by a look at different models of observation, starting with the observer as learner, also known as 'the worker bee model'. Then, via paired, peer and trio observations, there is a section on being observed as professional development. Here the observer takes the role of coach. The final model is the performance management/Ofsted model, with the observer as assessor or judge. A section on how to give supportive verbal and written feedback leads to a closing chapter on personalising classroom observation for individual departments or schools, touching briefly on pupil observation. Roy Watson-Davis, author of this title and of the Creative Teaching and Form Tutor's Pocketbooks is an Advanced Skills Teacher with hundreds of observations and feedback sessions to his name. He trains teachers on effective observation and is experienced in developing whole school protocols and policy.

The Lesson Observation Pocketbook

Gifted and talented education is at a crossroads. Turn right and speed off down the motorway, only to be frustrated by the rush-hour traffic of identification, strategies, tests, labels, targets and anxious children. Turn left on to the road less travelled, and there's no crazed rush to a destination; rather a journey during which you can stop off frequently, take in the views, and enjoy the sensations and experiences that come with a focus on the processes, not just the products of learning. The Gifted & Talented Pocketbook turns left at the crossroads. Using cartoons, diagrams, and visual prompts to support the text, it offers teachers a coherent framework for G&T education, including five learning tools for running classrooms where all pupils are stretched, challenged and motivated and where gifts are created and grown, not identified and measured. The book considers definitions of giftedness, whether gifts are 'caught' or taught and whether giftedness is fixed or malleable. It highlights the role of intrinsic learning motivation when it comes to achieving high levels of success. The Grace framework - Grow! Relate! Act! Challenge! Exert! - offers ideas for lessons, implications for policy and explains how to use five learning tools to stimulate considered, reflective learning: Logo Visual Thinking, Philosophy for Children, Thinking Actively in a Social Context, Dilemma-Based Learning, and Living Theory Action Research. Author Barry Hymer, a former teacher and ed. psych., is now a consultant and trainer in the field of gifted and talented education. He is consultant editor of Gifted Education International and a visiting fellow at Newcastle University's Centre for Learning and Teaching.

Gifted and Talented Pocketbook

Barry Hymer

When it comes to dealing with pupils suffering from an eating disorder, school staff admit they lack knowledge and confidence. Unsure whether they can do anything to help, they're afraid of making matters worse. However, they can help. As one young sufferer remarked: 'I don't think it's going too far to say my teacher saved my life'. This Pocketbook is suitable for anyone working in a school setting and will be of interest to parents, too. It contains ideas, information and practical advice for supporting pupils with eating disorders. It explains what an eating disorder is, focusing particularly on anorexia, bulimia and binge eating disorder. After identifying risk factors and warning signs, the author looks at encouraging pupils to share their concerns and at how to respond when a student confides. The emphasis shifts to a whole-school approach in a chapter about setting up a recovery team involving parents, peers, individual staff, outside agencies, etc. It stays practical and relevant to all staff, however, with day-to-day support strategies and how to keep things on track, eg monitoring progress and re-integrating students whose eating disorder has led to periods of absence. There is advice on what to say, what not to say and exactly how to help. Cartoons, diagrams, bullets and other presentational devices support the text throughout. A recovered anorexic herself, author Pooky Knightsmith specialises in the prevention and management of eating disorders. She has interviewed over 500 young people with eating disorders and 800 teachers for a PhD in this field. She works in teacher education, currently at the TES, where her job is to engage with, learn from and share with a worldwide network of more than 1.8 million teachers.

Eating Disorders Pocketbook

Pooky Knightsmith

Whatever it is that makes you you, can you affect it? Your answer to that question gives us a glimpse into your 'mindset'. People with fixed mindsets believe that fundamental qualities like intelligence are essentially stable; people with growth mindsets believe that such qualities can be developed and nurtured. As teachers, if we can foster growth mindsets in our students the results will be transformative. Barry Hymer and Mike Gershon begin by explaining how learners with growth mindsets are: more open to challenges and constructively critical feedback; resilient in the face of obstacles and initial failure; convinced that effort makes a difference; able to learn well with and from others; likely to rise to the top - and stay there. Practical strategies for developing this kind of learner is the focus of the rest of the book throughout which cartoons, diagrams and visual prompts support the text. The chapter Trial and Error is about high challenge tasks and the value of errors, mistakes and initial failure. Later chapters cover what exactly is meant by effort and how to make it appeal to students; the theory and practice of feedback (as opposed to praise and prizes); acquiring meta-cognitive tools for 'thinking about thinking' and 'learning about learning'; the power of language and drama to raise awareness of growth mindsets; and growing group growth mindsets. Former teacher Barry Hymer is now Prof. of Psychology in Education at the University of Cumbria. He wrote the Gifted &amp; Talented and P4C Pocketbooks. Education consultant Mike Gershon's online teaching tools have been viewed/downloaded more than 2 million times by teachers in over 180 countries.

Growth Mindset Pocketbook

Education & Teaching

Mike Gershon

Schools & Teaching

Good assessment focuses mainly on improvement and is used to support progress. It helps learners to know how well they have learned and provides feedback on how they can do better; it encourages learners to support and help each other; it builds self-motivation, self-confidence and self-reliance. These are the principles of formative assessment. They lie at the heart of A4L (Assessment for Learning) and they form the core of the Assessment and Learning Pocketbook. The 2nd edition of this Pocketbook begins by explaining the difference - and the tensions - between formative and summative assessment. It contains chapters on sharing learning intentions; tuning into learners' minds; feedback; marking; self- and peer-assessment; and getting started in your own school/classroom. Cartoons, diagrams and visual prompts support the text. The book is rooted in the findings of educational researchers Paul Black and Dylan Wiliam*; its appeal is in turning theory into practice: how do you share success criteria with students so they can recognise their achievements? How do you stimulate the kinds of classroom interaction and discussion that improve the quality of learning? How do you use verbal and written feedback effectively and efficiently to provide learners with information and insight into their own learning? And how can you tap into peer- and self-assessment as a valuable tool for learning? The late Ian Smith ran Learning Unlimited, described by TES Scotland as 'Scotland's most successful teacher development agency'. He worked with over 45,000 Scottish teachers face-to-face and ran training workshops in the US, Hong Kong, China and Russia.  * Professor Wiliam kindly provided advice on revisions and amendments to this new edition.

Assessment & Learning Pocketbook

Ian Smith

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