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

WestEd

A Guide to Setting up Environments

J. Ronald Lally

Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.

Bridging Cultures Between Home and School: A Guide for Teachers

Education & Teaching

Trumbull, Elise

Schools & Teaching

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

Book by Making Assessment Work for Everyone: How

Making Assessment Work for Everyone: How to Build on Student Strengths

Making Assessment Work for Everyone: How

Why do some school leadership teams succeed while others stagnate, snipe, or disintegrate? Are there key lessons that apply no matter what your school situation? Nine Lessons of Successful School Leadership Teams distills a decade of on-the-ground innovation and research pointing to what school leadership teams can do to focus on and increase student achievement. Case studies from schools and districts anchor the discussion of strategies that have evolved over a decade of work with more than 23,000 school leaders. Tools that have contributed to school leadership teams' successes are included.

Nine Lessons Of Successful School Leadership Teams

Bill McKeever, California School Leadership Academy

If all students are to achieve to high standards, teachers must be prepared to work in new ways, from developing shared expectations for student performance to expanding their repertoire of strategies and skills. For their part, instructional leaders must understand the demands of standards-based instruction and foster the conditions that support it. This new book by Kate Jamentz, of WestEd's Western Assessment Collaborative, is designed to assist principals and teacher leaders in this all-important effort. In addition to articulating the specific teaching skills needed for standards-based instruction, the book presents two annotated classroom vignettes illustrating them. It then describes the types of learning experiences teachers need for acquiring or refining these skills and explains how instructional leaders can facilitate such opportunities. The book includes three tools for guiding instructional leaders and teachers as they focus on standards-driven lesson planning or reflect on the effectiveness of those lessons. It also includes an unannotated version of each classroom vignette, for use as an exercise to help participants internalize a vision of effective standards-based instruction.

Isolation Is The Enemy Of Improvement: Instructional Leadership To Support Standards-based Practice

Kate Jamentz

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

A few years ago, resiliency theory was relatively new to the fields of prevention and education. Today, it is at the heart of hundreds of school and community programs that recognize in all young people the capacity to lead healthy, successful lives. The key, as Benard reports in this synthesis of a decade and more of resiliency research, is the role that families, schools, and communities play in supporting, and not undermining, this biological drive for normal human development. Of special interest is the evidence that resiliency prevails in most cases by far -- even in extreme situations, such as those caused by poverty, troubled families, and violent neighborhoods. An understanding of this developmental wisdom and the supporting research, Benard argues, must be integrated into adults' vision for the youth they work with and communicated to young people themselves. Benard's analysis of how best to incorporate research findings to support young people is both realistic and inspirational. It is an easy-to-read discussion of what the research has found along with descriptions of what application of the research looks like in our most successful efforts to support young people.

Resiliency: What We Have Learned

Health, Fitness & Dieting

Benard, Bonnie

Psychology & Counseling

Educators, non-formal educators, and community organizations will find these cases fascinating reading and a powerful tool for professional development. While the cases are grounded in the experiences of a diverse group of environmental educators, the questions and issues they raise apply to education in general and society as a whole. Each case is a candid, dramatic, and highly readable first-person account that makes concrete the challenges of fairness, expectations, respect, and communication when people who share goals, perhaps, but not cultures, interact. The ten cases arise from in-school and out-of-school settings and involve the real and perceived power relationships that cultural differences often throw into high relief. The casebook includes facilitator notes and commentary about each case. It is designed to promote rich discussion and thoughtful reflection and to develop principles of practice that users can apply to their own work or volunteer settings.

What's Fair Got to Do With It: Diversity Cases from Environmental Educators

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