William M. Ferriter – författare

Get a play-by-play guide to implementing PLC concepts. Each chapter begins with a story focused on a particular challenge. A follow-up analysis of the story identifies the good decisions or common mistakes made in relation to that particular scenario. The authors examine the research behind best practice and wrap up each chapter with recommendations and tools you can use in your school.

Focus on developing people—not just improving test scores. The authors examine how staffing decisions can strengthen professional learning communities and explore actions that can help school leaders safeguard their schools against complacency. Collect tips and strategies that every teacher can adopt, and apply the professional development techniques that prove most useful.

Find the natural overlap between the work you already believe in and the digital tools that define today’s learning. Each chapter introduces an enduring skill: information fluency, verbal persuasion, visual persuasion, collaborative dialogue, and problem solving. Then, the authors present a digital solution that can be used to enhance traditional skill-based instructional practices. A collection of handouts and supporting materials tailored to each skill and tool type ends each chapter.

Motivate and inspire students to learn at high levels. By bringing meaningful work to the classroom, students will develop curiosity, become actively engaged, and have a sense of purpose for their education. Discover strategies and tips for reshaping the traditional classroom environment to give modern students opportunities to exercise choice in their curriculum, master skills, and demonstrate what they’ve learned.

By overemphasizing high-stakes evaluations as tools for reporting what students know and can do, we’ve created a culture of grading instead of a culture of feedback in our schools and classrooms. In this book, the authors urge educators to shift their classroom focus, prioritizing effective feedback over grades and making students partners in their own learning. Discover how to state learning intentions clearly and provide individualized feedback to give students all the information they need to succeed.

Benefits

Gain instructional strategies for prioritizing feedback over grading in upper elementary, middle, and high school classrooms.Shift classrooms from a culture of grading to a culture of feedback.Discover how important feedback is to developing learners and how to use digital tools to effectively involve students in assessment.Determine the characteristics of effective feedback for students, including how to clarify for students what mastery of the content and skills looks like.Learn the benefits of having students engage in peer feedback.Gain guidance on communicating the differences between grading and feedback to parents and students.

Contents

Foreword

Introduction

1 Where Am I Going?

2 How Am I Doing?

3 What Are My Next Steps?

Conclusion

References

Build your team''s capacity to become agents of positive change. Organized around the four critical questions of PLC at Work®, this comprehensive book of field-tested, easy-to-use tools provides an explicit structure for collaborative teams. Rely on these resources and best practices to help you establish team norms, navigate common challenges, develop collective teacher efficacy, and more.

Use this resource to monitor the quality of your team’s work:

Discover how to address the many challenges teams face, and develop the skills necessary to improve student learning.Understand how to build a solid foundation for your collaborative efforts.Study strategies for effectively developing a guaranteed and viable curriculum, common formative assessments, and remediation and extension opportunities.Obtain targeted support and tools that you can use immediately to strengthen the work of your collaborative team.Explore the core behaviors that are essential to collaborative success.

Contents:AcknowledgmentsTable of ContentsAbout the AuthorIntroductionChapter 1: Strengthening the Collegial Practices of Learning TeamsChapter 2: What Do We Want Students to Learn?Chapter 3: How Will We Know Students Are Learning?Chapter 4: How Will We Respond When Some Students Don''t Learn?Chapter 5: How Will We Extend the Learning for Students Who Are Already Proficient?ReferencesIndex

Great learning starts when students believe in their academic abilities. In You Can Learn!, authors Tim Brown and William M. Ferriter introduce intentional and purposeful steps collaborative teams can take to increase the self-efficacy of every learner. By incorporating the book''s research-backed practices, professional learning communities will cultivate a culture where students at every grade level see themselves as competent learners fully capable of succeeding in school and beyond.

Discover key instructional strategies to develop and reinforce student learning and achievement:

Understand why self-efficacy in the classroom is important for student achievement and well-being.Extend the PLC at Work® process into your classroom and share it with students in order to motivate, inspire, and guide learning.Discover how to implement efficacy-building practices designed around foundational PLC elements.Study a research-based approach to student engagement that spans grade levels and subject areas.Review recommendations for how to start utilizing the strategies outlined in each chapter.Utilize reproducible templates and tools to enhance individual and team understanding of the material.

Contents:IntroductionChapter 1: Building a Commitment to Learning in StudentsChapter 2: Helping Students Understand the Expectations for a Unit of StudyChapter 3: Helping Students Assess Their Progress Toward MasteryChapter 4: Helping Students Take ActionEpilogueReferences and Resources

In The Big Book of Tools for RTI at Work™, William M. Ferriter, Mike Mattos, and Rob J. Meyer deliver a robust set of tools for teachers and leaders to employ on their journey to implementing effective additional support for struggling students. Practical and full of resources, this book supplies educators with the means to transform their school response to intervention process and create a highly effective multitiered system of supports.

K−12 administrators, teachers, and leaders can:Use this book to support implementation of the intervention process outlined in the second edition of Taking Action: A Handbook for RTI at WorkCreate a guiding coalition, discover how to build a culture of collective teacher efficacy, and intentionally and carefully design effective Tier 1 instructionGain access to templates, surveys, checklists, reflection prompts, and other resourcesMonitor and assess the effectiveness of their Tier 1, Tier 2, and Tier 3 intervention efforts Evaluate their school’s readiness to successfully implement the RTI at Work/MTSS process Contents:IntroductionChapter 1: Grasping the Bigger PictureChapter 2: Tools for Establishing a Culture of Collective ResponsibilityChapter 3: Tools for Building Tier 1 of Your Intervention PyramidChapter 4: Tools for Building Tier 2 of Your Intervention PyramidChapter 5: Tools for Building Tier 3 of Your Intervention PyramidEpilogueReferences and ResourcesIndex

Transform your teacher teams into the driving force of student success and collaboration with this practical, action-driven guide. A companion to Learning by Doing, this handbook delivers 15 essential actions that highly effective teams use to strengthen collaboration, clarify student learning goals, use assessments as powerful learning tools, and ensure every student gets the time and support they need to learn at high levels. This easy-to-read, conversational book provides the tools, strategies, and real-world insights teams need to boost student achievement.

Perfect for K–12 administrators, teachers, and instructional coaches, this book will help you: Build high-impact teams with 15 critical actions that drive student learningEstablish clear success criteria and assessment protocols to measure progressAccess practical tools and resources for every foundational aspect of collaborationStructure lessons effectively to support struggling students while challenging high achieversContinuously refine instructional practices using student results and team analysisContents:Introduction: The Promise of Highly Effective TeamsPart 1: Highly Effective Teams Have a Common FoundationChapter 1: Essential Action—Identify Team Roles, Norms, and ProtocolsChapter 2: Essential Action—Outline a Process for Addressing Personality Interference With TeamworkChapter 3: Essential Action—Analyze Achievement Data and Establish SMART GoalsChapter 4: Essential Action—Formally Evaluate the Team’s Effectiveness at Least Twice YearlyPart 2: Highly Effective Teams Focus on Learning for All StudentsChapter 5: Essential Action—Ensure Clarity on the Knowledge, Skills, and Dispositions Students Will AcquireChapter 6: Essential Action—Collectively Study Essential Learning and Clearly Define MasteryChapter 7: Essential Action—Establish Clear Criteria for Student Work and Continually Apply Those for ConsistencyChapter 8: Essential Action—Identify Prerequisite Knowledge and Skills Needed to Master Essential LearningChapter 9: Essential Action—Teach Students the Criteria We Use in Judging Their WorkChapter 10: Essential Action—Make Visible a Set of Exemplars for StudentsChapter 11: Essential Action—Use Short-Term Goal SettingChapter 12: Essential Action—Identify Course Content and Topics We Can Eliminate to Devote More Time to Essential CurriculumChapter 13: Essential Action—Agree How to Sequence Content and Pace the CourseChapter 14: Essential Action—Use Materials and Professional Expertise to Identify Instructional StrategiesPart 3: Highly Effective Teams Effectively Use Assessments and DataChapter 15: Essential Action—Use Team-Created Pretests to Assess Prerequisite Knowledge and SkillsChapter 16: Essential Action—Develop Common Formative Assessments for Frequent AdministrationChapter 17: Essential Action—Administer Common Formative Assessments Throughout a UnitChapter 18: Essential Action—Use Standardized Testing Data and District Benchmarks to Assess Strengths and WeaknessesChapter 19: Essential Action—Use Team Assessment Results to Identify Students in Need of Additional Time and SupportChapter 20: Essential Action—Use Assessment Results to Identify Strategies That Help More Students Master EssentialsPart 4: Highly Effective Teams Provide Extra Time and Support for LearningChapter 21: Essential Action—Develop Strategies and Systems to Help Students Acquire Prerequisite Knowledge and SkillsChapter 22: Essential Action—Create Flexible Time During Units to Provide Extra SupportChapter 23: Essential Action—Provide Regular Extensions to Students Working Beyond Grade LevelEpilogueReferences and ResourcesIndex