Best-Selling Books, Guides and DVD's
Pursuing Greatness: Empowering Teachers to Take Charge of Their Professional Growth
Authors Pete Hall, Alisa Simeral, Bryan Goodwin, Bj Stone, and Bess Scott identify 24 of the most common “problems of practice” faced by educators–something that’s not going quite as well as it could in the teaching-learning process–and show educators how to guide their own self-reflective journey toward solving these problems, gaining expertise in their professional practices, and empowering students to “own” more of their learning. These problems of practice are grouped into six pathways, each covered in detail by a chapter in the book:
- Nurturing a positive learning environment.
- Challenging students to commit to mastery level learning.
- Designing engaging learning activities and lessons.
- Motivating students with feedback.
- Assessing for learning.
- Creating dynamic group learning.
For each pathway, the authors provide research-based insights and simple tools for teachers to use in their classrooms and progress along a professional development pathway of Be Consistent, Be Connected, Differentiate, and Empower.
Teacher readers do not have to read the book sequentially—you can begin with whichever problem of practice seems most urgent to you right now. Your starting point is less important than your destination: a student-owned, teacher-guided, empowered classroom.
Building Teacher Capacity Through Reflection (Quick Reference Guide)
To be reflective is to be effective. Pete Hall and Alisa Simeral show teachers how to deepen their thinking and reflect on their capacity as educators to improve their effectiveness in the classroom. This quick reference guide covers:
- The 4 stages of reflection
- What effective self-reflection is and isn’t
- The 5 benefits of reflection, and
- Strategies for reflecting with limited time.
The guide’s 32 self-reflection questions will set teachers on the path to engaging in a predictable pattern of thinking to develop, examine, and refine their thought processes in order to hone their professional practice and improve student learning.
Creating a Culture of Reflective Practice: Capacity-Building for Schoolwide Success
As a school administrator, instructional coach, or teacher leader, you know that reflective teachers are effective teachers. But how can you help teachers become self-reflective practitioners whose thoughtful approach translates into real gains for student achievement?
In Creating a Culture of Reflective Practice—a companion volume to their teacher-oriented book Teach, Reflect, Learn—authors Pete Hall and Alisa Simeral draw on lessons learned from educators across grade levels, content areas, and district demographics to present a definitive guide to developing a culture of reflective practice in your school.
Hall and Simeral expand on ideas originally presented in Building Teachers’ Capacity for Success to help you gain a clear understanding of your role and responsibilities—and those of your teachers—within each stage of the Continuum of Self-Reflection. Armed with the book’s real-life examples and research-based tools, you’ll learn how to determine the current location of all stakeholders on the continuum and how teacher-leadership activities, transformational feedback, and strategic coaching can move them forward. The end result? A schoolwide culture that both values reflection and uses it to ensure that teachers—and their students—reach their fullest potential.
The Principal Influence: A Framework for Developing Leadership Capacity in Principals
As the principalship has evolved and grown, so have the expectations of it. With that in mind, ASCD developed the Principal Leadership Development Framework (PLDF). The PLDF establishes a clear and concise definition of leadership and includes clear targets that support the ongoing growth and development of buying modafinil http://www.buymodafinil-online.com/how-to-buy-modafinil-online/.
Using the Framework, principals will learn to capitalize on their leadership roles:
* Principal as Visionary
* Principal as Instructional Leader
* Principal as Engager
* Principal as Learner and Collaborator
The PLDF also offers 17 criteria of effective practice that allow leaders to focus on behaviors that have the greatest direct effect on the culture and status of http://www.modafinilpill.net/buy-modafinil/. Coupled with the PLDF are tools for self-reflection that help principals identify and strengthen their reflective habits.
Whether you want to develop your own capacities or support the development of a group of principals, assistant principals, or aspiring principals, The Principal Influence can help channel your efforts in ways that promote successful teaching and student learning.
Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom – webinar
“It’s not the doing that matters; it’s the thinking about the doing.” John Dewey
As a teacher, you work hard to make a positive difference in the lives of your students. But this kind of progress doesn’t happen overnight, and it doesn’t happen accidentally. It is the result of intentionality, planning, effort . . . and thought.
The difference between learning a skill and being able to implement it effectively resides in your capacity to engage in deep, continuous thought about that skill. In other words, recognizing why you do something is often more important than knowing how to do it.
To help you deepen your thinking and reflect on your capacity as an educator, Pete Hall and Alisa Simeral return to the Continuum of Self-Reflection, which they introduced to coaches and administrators in their best-selling Building Teachers Capacity for Success, and redesign its implementation so you can take charge of your own professional growth.
In these pages, you’ll find tools specifically made to enhance self-reflection on professional practice, including the Continuum of Self-Reflection and the Reflective Cycle. You’ll be able to assess your current self-reflective tendencies, identify opportunities to reflect on your instruction, and begin to forge a path toward continuous growth and educational excellence.
The Reflective Educator: A Collaborative Approach to Building Teachers’ Capacity DVD
The Reflective Educator: A Collaborative Approach DVD profiles teachers working with administrators and coaches to take charge of their professional growth and move along the path to excellence by becoming reflective practitioners.
Capacity building is the focus of Pete Hall and Alisa Simeral’s work, and their strategies are becoming the model for instructional coaching in schools across the country.
This video takes an in-depth look at a school where three teachers are taking steps to grow as reflective practitioners with the help of Hall and Simeral’s strategies. We see them working in partnership with their administrator and instructional coach to make use of Hall and Simeral’s Reflective Cycle and the Continuum of Self-Reflection tools. Each teacher is at a different stage on the Continuum and by observing their practice, we’ll learn about the specific strategies for growth that each stage calls for.
We’ll also observe the key role administrators and coaches play in building teachers’ capacity for success. We’ll see them identifying and nurturing their teachers’ strengths to help them reach new levels of professional success and satisfaction.
The Reflective Educator: A Collaborative Approach shows that teachers are a school’s most essential strength. As their capacity for success increases, so does their ability to positively affect the students they guide.
(ASCD DVD, 2015) One 56-minute DVD
Building Teachers’ Capacity for Success: A Collaborative Approach for Coaches and School Leaders
Educators know that teachers are a school s most essential strength. In Building Teachers Capacity for Success, authors Pete Hall (winner of the 2004 ASCD Outstanding Young Educator Award) and Alisa Simeral offer a straightforward plan to help site-based administrators and instructional coaches collaborate to bring out the best in every teacher, build a stronger and more cohesive staff, and achieve greater academic success. Their model of Strength-Based School Improvement is an alternative to a negative, deficit-approach focused on fixing what s wrong. Instead, they show school leaders how to achieve their goals by working together to maximize what s right.
Filled with clear, proven strategies and organized around two easy-to-use tools the innovative Continuum of Self-Reflection and a feedback-focused walk-through model this book offers a differentiated approach to coaching and supervision centered on identifying and nurturing teachers individual strengths and helping them reach new levels of professional success and satisfaction. Here, you ll find front-line advice from the authors, one a principal and the other an instructional coach, on just what to look for, do, and say in order to start seeing positive results right now.