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Effective and practical coaching strategies for new educators plus valuable online coaching tools Many teachers are only observed one or two times per year on average—and, even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached. In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, he breaks down the most critical actions leaders and teachers must take to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed. Get Better Faster focuses on what's practical and actionable which makes the book's approach to coaching so effective. By practicing the concrete actions and micro-skills listed in Get Better Faster, teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success. Though focused heavily on the first 90 days of teacher development, it's possible to implement this work at any time. Junior and experienced teachers alike can benefit from the guidance of Get Better Faster while at the same time closing existing instructional gaps. Featuring valuable and practical online training tools available at http://www.wiley.com/go/getbetterfaster, Get Better Faster provides agendas, presentation slides, a coach's guide, handouts, planning templates, and 35 video clips of real teachers at work to help other educators apply the lessons learned in their own classrooms. Get Better Faster will teach you: The core principles of coaching: Go Granular; Plan, Practice, Follow Up, Repeat; Make Feedback More Frequent Top action steps to launch a teacher’s development in an easy-to-read scope and sequence guide It also walks you through the four phases of skill building: Phase 1 (Pre-Teaching): Dress Rehearsal Phase 2: Instant Immersion Phase 3: Getting into Gear Phase 4: The Power of Discourse Perfect for new educators and those who supervise them, Get Better Faster will also earn a place in the libraries of veteran teachers and school administrators seeking a one-stop coaching resource.
In The Response Leadership Sequence(TM), Mike McKenna shares battle-tested steps to immediately improve how a leader responds to a crisis of any size. With hundreds of examples and firsthand accounts, this book will inspire, equip, and propel any public or private sector leader wanting to fire up their career.Mike McKenna has served in the public sector as a disaster Search and Rescue responder including during Hurricane Katrina, the Space Shuttle Columbia disaster and hundreds of other lost and missing person searches. In the private sector, he has served as a private investigator and security consultant to some of the world's largest, well-known companies. Those diverse experiences exposed him to some high-performing leaders and to some who struggled to lead themselves or others. TEAM Solutions was started as a vehicle to improve those outcomes, and Mike now facilitates those lessons to over 1000 students each year through in-person and online courses. Intent upon simplifying and unifying how leaders respond to crises large and small, The Response Leadership Sequence(TM) provides an easy to follow road-map for success based on Mike's 30 years of research, experience, and hard-earned lessons from mistakes along the way.This book presents a specific, understandable, and actionable sequence for leaders who need to go toward any type or size of crisis and want to survive and thrive from beginning to end. Topics include a deep dive into the mindset of a successful Response Leader, the nine steps in a leader's readiness to act, the TEAM Solutions Wheel of Engagement(TM) for any team of any age, how to react and manage planned and unplanned events, and much, much more.Virtually every response leader will find themselves referring to this book time and time again as they advance through their career.
This book explores the meanings of educational interactions which aim to promote peace and positive relationships. This analysis is based on theories of communication and active participation in education systems, in particular in intercultural settings. The book investigates the cultural presuppositions of dialogues which can empower participants expressions in interactions through the management of discussions and conflicts. These presuppositions are observed in the use of language in participants narratives and interactions. The book draws on the fine-grained analysis of a large corpus of questionnaires, interviews and videotaped interactions collected in 12 camps promoted by CISV (Children s International Summer Villages), an international organisation which is active in 70 countries. The analysis encompasses both organisational meetings and educational activities involving adults, children and adolescents of several nationalities, and shows the importance of the different ways in which the adults who coordinate these meetings and activities act and use language. These different ways of acting in interactions can promote both empowering dialogues and disempowering monologues, with important consequences for the fulfilment of educational purposes. For its contents, theoretical framework and methodology, the book may be of interest for educators, teachers, experts in mediation, scholars and students in cultural sociology, sociolinguistics, communication studies, discourse studies and dialogue studies."
Based on detailed field studies, this book isolates two key behaviours which separate effective and ineffective managers. Combining existing theories of leadership, it presents a new model to help managers motivate their employees.
New research has exposed our leadership paradigm as a outdated mess of flawed models and practices. By working with great leaders and observing their common attitudes and behaviours, Richard Hames has cracked a universal code based on intelligence, appreciation and collaboration. This code unlocks Five Literacies of Global Leadership. These behaviours are the trade secrets of the artists and alchemists among us. Often instinctively, these leaders charge others with energy, search for new perspectives and embrace diversity. And they are driven by dialogue. This book reveals approaches and attitudes that they all share - and that can make anyone an exceptional leader.
Using evidence-based strategies, this inspiring handbook provides principals and teachers with a catalog of practiced "moves," or actions that upgrade performance, create durable motivation, and renew energy levels.
Mathematics for Curriculum Leaders involves teachers in a deliberate enquiry into the nature of understanding in mathematics and the ideas underlying its teaching and learning. Helping children with the language of mathematics is shown to play an important part in mathematics teaching. The pack is divided into 7 units drawing upon the demands of the National Curriculum and providing activities to support children in their attempts to report their thinking. Sensitive collection and interpretation of this information in order to guide action is an essential feature of each unit.
The aim of this book is to analyse why and how states respond to human security, both at home and abroad. Although states still define security as "the defense of territory" from military attack, increasingly security pertains to the protection of human beings from violence. This violence can emerge from rebels, drug traffickers, terrorism, and even environmental and demographic changes. While previous literature in this field has provided rich empirical detail about human security crises, it is generally quiet about how states respond to these crises. State Responses to Human Security fills this lacuna by bringing in concepts from international security studies and focusing on states’ perceptions of power and the changing nature of human security. Instead of debating whether or not human security exists, the authors in this volume agree that human security has been redefined to include policies associated with violence toward individuals and groups, and draw on recent events in the Middle East, China and Mexico to understand how and when human security issues prompt state responses and affect international relations. The case studies analysed in this book suggest that states respond to human security threats differently, but in both the domestic context and abroad, power and perceptions matter greatly in shaping states’ reactions to human security concerns. This book will be of much interest to students of human security, foreign policy, international relations and security studies in general.