Part of a 7 book series, this book guides educational leaders through the process for implementing the Learning Forward Standards for Professional Learning.

How do we make educational equity a reality, lesson by lesson? This book shows how team observation and learning can strengthen schools and support educational achievement by all students. It helps to: implement practices for observation-based professional learning; and more.

A conceptual and practical guide to Teacher Rounds - a powerful form of job-embedded professional development with proven potential to support collaborative learning centered on student learning.

This highly instructive and conversational guide shows you how you can connect with other school leaders using social media.

This book supports trainee teachers to explore the complex relationships between literacy achievement and social background.

Als (aanstaand) leerkracht in het primair onderwijs moet je van alles weten en kunnen. De actualiteit rond onderwijs en jeugdbeleid wijst uit dat het samenwerken met ouders een steeds grotere rol is gaan spelen in het werk van leerkrachten. Voor de ontwikkeling van kinderen is het goed als ouders betrokken zijn bij de school. Hoe kunnen leerkrachten die betrokkenheid op een positieve manier stimuleren?

In dit boek wordt de competentie ‘communiceren met ouders’ uitgewerkt. De theorie wordt...

The PLC Book is written specifically for teachers, and articulates the essential elements and process of PLC work and how they can collaboratively achieve improved student learning.

This book discusses theoretical and conceptual ideas linked to direct strategies for the classroom. It guides students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching.

An evidence-informed guide to major teaching topics found on Professional Studies modules on Initial Teacher Education courses. Written for primary and secondary trainee teachers on any training route into the profession.

This book outlines what it means to intentionally interrupt the status quo of professional learning in order to enable real new learning that takes the form of permanent changes in thinking and practice, that looks at what it takes to move professional learning from activity-based to deep conceptual change.