Resources

=**Please add documents or url's that you find interesting or useful**=

= Documents: = || AIA- Scoring Manual AIA- Standards and Scoring Criteria || || ||
 * This is the course proposal that I submitted to Heartland and Drake || [[file:STUDY GROUP form -PeerCoaching.doc]] ||
 * This is information about registering for Drake or AEA credit. || [[file:Registration Information- A Peer Coaching Program for Teacher Professional Development.pdf]] ||
 * This is a summary of recent study about the current evaluation practices in schools. || [[file:TheWidgetEffect_execsummary.pdf]] ||
 * This report describes what research has shown about professional development that improves teaching and student learning. || [[file:NSDCstudy2009 ProfLearning.pdf]] ||
 * This is our school district's "World Class Schools" policy. || [[file:world-class-ed_ACSDpolicy-ad.doc]] ||
 * These documents are about the Career in Teaching (CIT) in Rochester, NY public schools || [[file:Rochester CIT Program.pdf]]
 * This is a description the the Peer Assistance and Review (PAR) program in Toledo public schools || [[file:ToledoPlanReport.pdf]] ||
 * This is a handbook that supports PAR, issued by the 2 largest teachers' unions, NEA and AFT! || [[file:PeerReview_NEA_AFT.pdf]] ||
 * Authentic Assessment and Instruction. (aka AIW or Authentic Intellectual Work)
 * Examples of Indicators to Guide Classroom Observations and Coaching, from "Schooling by Design" by Wiggins || [[file:Wiggins -Indicators for Classroom Observation.pdf]] ||
 * AHS Sci Dept Teaching Principles (from AAAS) || [[file:Sci Dept Tchng Princ.doc]] ||
 * Study on Qualities of Effective Teachers || [[file:Rlshp btwn Tchr Quality -Stdnt Achvmnt.pdf]] ||
 * Coalition for Essential Schools (Ted Sizer) || [[file:CES_School_Benchmarks.pdf]][[file:CES - Common Principles.pdf]] ||
 * Change Leadership Group (Tony Wagner) - Strengthening Instruction Diagnostic || [[file:SevenDisciplinestool.pdf]] ||
 * Grading Practices and Assessment || [[file:Tackling Grading Dilemma- O’Connor.doc]]

= Websites: =
 * Website of Grant Wiiggins Authentic Education organization. He is the author of //Schooling by Design// and //Understanding by Design// ||  || [|Authentic Education] ||
 * Website of Harvard's Change Leadership Group, led by Tony Wagner, author of the //Global Achievement Gap// ||  || [|Change Leadership Group] ||
 * Website of Ted Sizer's Coalition of Essential Schools. Sizer is the author of //Horace's Hope//. ||  || [|Coalition of Essential Skills] ||
 * Robert Marzano's website. Author of //Classroom Instruction that Works// ||  || [|Marzano Research Lab] ||
 * Website of the Partnership for 21st Century Skills ||  || [|21st Centruy Skills] ||
 * Website of the The New York Performance Standards Consortium, a group of schools in NY that eschew traditional testing in favor of more authentic performance assessments ||  || [|Performance Assessment.org] ||
 * Website of the National Board for Professional Teaching Standards. ||  || [|NBPTS] ||

= **Books** =
 * ===**Book Titles/Authors**=== || ===**Description of Books**=== ||
 * __**Engaging Schools**__. 2004

1999 || T his book summarizes the implications for instruction of current cognitive learning theory. Widely praised by researchers as an excellent single-volume summary of this research. Useful for students, practitioners and policy makers. ||
 * Ben Matthies, Michelle Fuqua ** || What is it about the school environment—pedagogy, curriculum, climate, organization—that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents’ attitudes towards learning? **Engaging Schools** reviews current research on what shapes adolescents’ school engagement and motivation to learn—including new findings on students’ sense of belonging—and looks at ways these can be used to reform urban high schools. ||
 * **__How people learn : brain, mind, experience, and school__.**
 * __**On Common Ground: The Power of PLC’s.**__ Ed. Richard & Rebecca DuFour and Robert Eaker, 2005

Although they have clear differences, these educational leaders have found common ground in expressing their belief in both the desirability and the power of professional learning communities. ||
 * Carol VanWaardhuizen, Kent Jahn ** || These authors agree on many of the best strategies for raising student achievement and support the premise that students would be better served if educators:
 * Embrace learning rather than teaching as their school's mission
 * Work collaboratively to help all students learn
 * Use formative assessments and a focus on results to foster continuous improvement
 * Assume individual responsibility to take steps to create such schools
 * **__Horace's Hope__**. Sizer, Ted.1996


 * Mike Lazere, Shaeley Santiago ** || The third book in the //Horace// trilogy, //Horace's Hope// explores Theodore R. Sizer's own hopes for the future of high schools. Sizer, the chairman of the Coalition of Essential Schools, first gained widespread attention in 1984 with //[|Horace's Compromise]//, a study of the American high school, followed by //[|Horace's School]//, a fictional account of school reform. In the final installment, Horace presents a progressive approach to education that allows students time and space to explore their subjects. This culmination of a 12-year attempt to establish more progressive schools advances the case for Sizer's vision of a reformed school system ||
 * **__The Teaching Gap.__** Stigler, James. W. and Hiebert, James, 1999


 * Stuart Sparkman, Susan Norris ** || The bulk of //The Teaching Gap// examines the cultural differences among teaching methods, with detailed accounts of video observations of eighth-grade math teachers that were part of the Third International Mathematics and Science Study, or TIMSS (which Stigler directed). American teachers in the videos tend to emphasize terms and procedures, thinking of math as a set of tedious skills. They try to interest students with praise and real-life problems. ||
 * __**The Global Achievement Gap**__. Wagner, Tony, 2008

James Webb, Erin Miller ** || Wagner, a Harvard education professor, begins by offering his astute assessment of secondary education in the U.S. today and how it fails to produce graduates who are “jury ready” (i.e., able to analyze an argument, weigh evidence, and detect bias). He then presents a concise manifesto for the steps needed to “reinvent the education profession.” His thesis revolves around “Seven Survival skills”—the core competencies he deems necessary for success both in college and in the twenty-first-century workforce. These encompass problem solving and critical thinking, collaboration across networks, adaptability, initiative, effective oral and written communication, analyzing information, and developing curiosity and imagination. ||


 * __**Schooling**__ __**by**__ __**design.**__ Wiggins,Grant and McTighe, Jay.

Jane Jurgensen || Now you can apply Understanding by Design?ASCD's renowned framework for results-based curriculum and assessment?to your entire systemwide school improvement. UbD authors Grant Wiggins and Jay McTighe describe how to start with your school's mission and goals and develop a powerful school improvement plan focused on desired results. Learn how to use UbD's backward-design process to determine the evidence for your plan's success and to plan improvement steps in instruction and leadership roles. Wiggins and McTighe explain: * Why to refocus your school on the goals of understanding and transfer rather than low-level knowledge and discrete skills * How to organize curriculum and assessment for accomplishment-based learning * How to determine the teachers? role in the instructional process based on desired learning accomplishments * Which job functions are most critical for the academic leader * What's holding schools back from entering a new era of effectiveness || [|Brain Rules - John Medina]
 * Mike Lazere **
 * __**Brain Rules**__ by John Medina
 * Mike Todd, Denny Cullinan ** || Practical implications of neuroscience research

[|Brain Rules DVD] ||