PAGE 14 PAGE 16 PAGE 18 - WestEd€¦ · described on page 4. Highlighted Service Clusters STARTING ON PAGE 5 Transformational Leadership Coaching Aligning Curricula and Assessment

Moving Leadership Standards Into Everyday Work: Descriptions of Practice, Second EditionPAGE 14

Growing Into Equity: Professional Learning and Personalization in High-Achieving SchoolsPAGE 16

Mentoring New Teachers Through Collaborative CoachingPAGE 18

PAGE 2 b OVERVIEW

Comprehensive School & District Improvement Services WestEd partners with districts and schools nationwide to provide comprehensive transformation services aimed at achieving rapid and sustainable improvement in the face of the most far-reaching reform initiatives in United States history. Our approach emphasizes bold, systemic change in organizations’ patterns and structures, undertaken collaboratively with district and school leaders, classroom teachers, families, and other committed stakeholders.

Districts and schools that engage with WestEd in a comprehensive improvement effort

© Gain an on-the-ground partner and a tailored improvement plan reflecting the organization’s context, capacity, and challenges

© Work with a cadre of experts who deliver research-based solutions and sustained support to address the organization’s most pressing needs

CUSTOMIZED SOLUTIONS

BASED ON IDENTIFIED

STRENGTHS AND NEEDS

We highly recommend WestEd to other

state agencies and districts seeking a

partner that provides high-quality, evi-

dence-based professional development,

technical assistance, and research services

to help improve outcomes for all students,

including those from diverse backgrounds

and those with diverse needs.

— M. Claire Abrams, Assistant Superintendent, Lowell Public Schools, Lowell, MA

OVERVIEW b PAGE 3

Comprehensive School & District Improvement Services © Become more effective in key dimensions

essential to student achievement, including leadership; curriculum and assessment aligned to college- and career-readiness standards; instruction, especially in literacy and math; fiscal and technological resource alignment; school climate; and family engagement

What WestEd Offers

Whether your district or school is seeking comprehensive improvement support or has decided to focus on just one or two areas of need, WestEd can help. The following pages describe a range of customizable service clus-ters, each conceived to address a common challenge in today’s K–12 education endeavor.

Each set of services is available individually, but can also be incorporated into a more comprehensive action plan through WestEd’s District and School Transformation work, described on page 4.

Highlighted Service ClustersSTARTING ON PAGE 5

Transformational Leadership Coaching

Aligning Curricula and Assessment With College- and Career-Readiness Standards

Instructional Practice and Coaching

Academic Language and Literacy for All Students, Especially English Language Learners

Reading to Learn

Special Education

Family and Community Engagement

School Climate and Culture

Fiscal Management and Resource Allocation

Educator Quality and Evaluation

This catalog also introduces an array of improvement- oriented publications and resources that can be used either on their own or as supporting material with our services, starting on page 13.

PAGE 4 b COMPREHENSIVE SCHOOL AND DISTRICT IMPROVEMENT SERVICES

District and School Transformation

LEARN MORE ATWestEd.org/schooldistrictimprovement

CONTACT INFORMATION East of the Mississippi River: Julie Colton [email protected] 781.481.1135

West of the Mississippi River: Annette Gregg [email protected] 510.302.4210

WestEd’s comprehensive approach to district and school improvement begins with a study of the context, capacity, and challenges of its partner district or school, mapped against the characteristics that research has associated with high-perform-ing education organizations.

Facilitated by WestEd, district or school leaders and stakeholders discuss study findings and accompanying recommendations to identify — and develop broad support for — an initial set of improvement priorities. These priorities become the basis of a highly detailed action plan designed to build on the organization’s identified strengths.

To help ensure rigorous implementation and sustainable results, WestEd provides ongoing support. Such support includes customized research-based services and other expertise, as needed; progress monitoring; and an annual evaluation. Evalua-tion results are used to refine and update the action plan each year in order to help the district or school maintain improvement momentum.

In addition to customized services, WestEd can provide an on-the-ground district or school improvement facilitator to coach leaders on bringing about rapid and sustainable growth.

Accessing WestEd’s high levels of expertise across multiple areas has been a critical element in our district’s turnaround.

— Donna Becnel, Superintendent, Konocti Unified School District, Lower Lake, CA

“/”

COMPREHENSIVE SCHOOL AND DISTRICT IMPROVEMENT SERVICES b PAGE 5

Transformational Leadership Coaching




Effective leadership is central to sustainable school and district improvement. WestEd engages education leaders — both individually and as members of school or district leadership teams — in the design and implementation of effective change processes aimed at strengthening the culture and capacity of their institutions in order to improve student outcomes.

Participants receive training and coaching in the following areas:

© Increasing their own and others’ focus on results

© Supporting implementation of instruction that is informed by data

© Strengthening their own observation, coaching, and communication skills

© Understanding and improving systems that affect school and student outcomes

© Increasing the effectiveness and efficiency of instructional and operational systems

To meet the unique needs of participating leaders, WestEd customizes this service based on data drawn from preliminary observation of, and discussion with, partic-ipants. Our cyclical coaching process, which encompasses training, discussion, observation of embedded practice, and feedback, is designed to help leaders con-tinue to develop both knowledge and skills.

WestEd has been an integral part of our school reform process. Through their leadership and coaching, we have improved all aspects of our instructional program. Any school district that is serious about improving outcomes for students, teachers, and administrators should consider working with the professionals from WestEd.

– Jeffrey J. Smith, Superintendent, Balsz School District, Phoenix, AZ

“/”


Aligning Curricula and Assessment With College- and Career-Readiness Standards




Are your district curricula and assessments aligned to your state’s college- and career-readiness standards?

© Have you identified the knowledge and skills students must develop at each grade level to prepare for success at the next level and, ultimately, in college or career?

© Are your curricula and instructional units aligned to state standards?

© Have you identified the types of formative and summative assessments needed to determine student learning? Are the assessments aligned to your local curricula?

© Do you have a plan for rolling out new curricula and assessments and monitoring implementation?

© Are teachers comfortable with your curricula and assessment processes?

© Are staff comfortable analyzing data to inform instruction and interventions?

WestEd offers a suite of learning opportunities to help school- and district-level educators develop or customize, refine, and implement curricula and assessment systems aligned to state standards and to local context and needs. For example, WestEd uses its deep expertise in formative assessment practice to help teachers grow the skills needed to quickly gather evidence of student learning during instruc-tion and to show students how to use assessment results to advance their own learning. We also help education leaders more effectively communicate with stake-holders (from teachers to the broader community) about key changes.

WestEd’s expertise and sustained support have been invaluable in helping our district develop new curricula aligned to the col-lege- and career-readiness standards.

— Robert Hanson, Curriculum Coordinator, Pittsfield School District, Pittsfield, NH

“/”


Instructional Practice and Coaching




WestEd offers dynamic customized instructional support through professional development and job-embedded coaching services for K–12 teachers, instructional coaches, and administrators. The intent is to enable schools to provide all students with the support necessary to graduate from high school ready for success in col-lege and career. To that end, the services are designed to have

Teachers:

© Learn instructional practices geared to helping students meet the expectations embodied in college- and career-readiness standards

© Design and implement lessons that use research-based instructional strategies

© Plan instruction that develops students’ proficiency in academic language

Instructional Coaches:

© Increase depth of knowledge around effective instructional practices and receive modeling and practice in reflective and directive coaching approaches

© Receive deep professional development to better support teachers’ successful implementation of college- and career-readiness standards

© Learn to facilitate data-driven dialogues that help teachers plan instruction and, following classroom observation, provide actionable feedback that enables teachers to reflect and improve

Site and District Administrators:

© Learn and implement strategies for meeting instructional, curricular, and student achievement goals

© Design and implement data-gathering systems to use in coaching principals, teachers, and coaches

Great to see all of the work that WestEd has done taking place in the classrooms. We have made some real progress.

– Kris Walker, Principal, Stapleton Public Schools, Stapleton, NE

“/”








Reading to Learn


WestEd’s Reading to Learn (RtL) professional learning service is designed to increase students’ reading and writing achievement by enhancing teachers’ profes-sional practice. Sessions give faculty the opportunity to engage as a professional learning community to advance their use of the RtL framework, an approach for supporting content and literacy learning in all disciplines, including the unified arts. The RtL service includes introductory workshops, followed by classroom demon-strations and guided practice in small groups.

The Reading to Learn model transformed the way in which K–12 teachers of all

disciplines view their work. Students’ ability to navigate complex text in the content

areas has been elevated through the RtL work with WestEd.

– Sara Zito, Assistant Superintendent, Maine Regional School Unit 21, Kennebunk, ME

WestEd offers comprehensive and customized academic language and literacy supports that draw on the best from research and practice to address the needs of all learners, especially English learners. We help districts and schools with the imple-mentation of college- and career-readiness standards, including English language development (ELD) standards and practices. And we offer site- and classroom-level professional learning and coaching aligned with a district’s context and initiatives.

Teachers, Coaches, and Site Administrators:

© Plan and work collaboratively with a WestEd coach and with each other to imple-ment rich academic language and literacy instruction

© Receive professional development and coaching support, including in-class demonstration lessons

© Learn to plan and implement a designated ELD block that integrates the ELD standards with college- and career-readiness standards for literacy instruction


Special Education



West of the Mississippi River: Dona Meinders [email protected] 916.492.4013

“/”


WestEd helps educators collaborate in new ways to maximize resources, provide inte-grated supports, and ensure personalized instruction for every child, including those with disabilities. WestEd provides support in the following areas:

© Multi-Tiered System of Support (MTSS). Assists with and consults on high-quality instruction for students with disabilities and other diverse learners in inclusive settings, using Response to Intervention within the MTSS frame-work. Assists local agencies in Individuals with Disabilities Education Act implementation, organization, and alignment processes to support inclusive instructional practices.

© Leadership Development. Implements institutes that engage district leadership teams in a needs assessment of their systems for serving students with disabil-ities and, at the same time, support further development among team members of the knowledge and skills necessary to transform local practice so students with disabilities will perform well under current standards, whether college and career readiness, English language development, and/or career vocational techni-cal education.

© Special Education Program Evaluation. Provides state and local program reviews, drawing on the best from research and evidence-based practice to conduct individually tailored evaluations that yield practical and actionable recommendations.

© Assessment. The Healthy Kids School Climate Survey for staff provides data about the perceptions and concerns of special education personnel. This can guide program and service improvement, particularly with regard to meeting the needs of students and recruiting, training, and retaining special education staff.

The services provided by WestEd have been stellar in regard to quality and expertise — beyond my expectations. WestEd staff members are well versed in specialized content areas and under-stand the challenges faced by school districts. We recommend WestEd without reservation!

– Ron Williams, Superintendent, Victor Valley Union High School District, Victorville, CA

“/”


Family and Community Engagement




WestEd’s Academic Parent-Teacher Team (APTT) model provides schools and families with a structured, targeted approach to parent-teacher collaboration that helps build genuine partnerships focused on student academic goals and achievement. APTT serves as the vehicle for building parent capacity and empowering families to understand just how valuable they are in their child’s education. As APTT practitioners, teachers gain an appreciation and deeper understanding of families as essential members of the child’s education team.

Our model replaces traditional parent-teacher conferences with a team approach in which all families come together, with the teacher, to review and discuss student data. Each family also participates in an individual session focused on the data for its own child. Collaborative review of student data serves as the foundation for each meeting, helping to foster a culture of high expectations across the team. When presented in an explicit, concrete, and easy-to-understand fashion, student data provide a powerful context for parent-teacher communication, interaction, and academic goal setting. These activities are designed to help parents go home more informed, more confident, and better equipped to support and improve their child’s academic learning and performance.

The real strength in the APTT model is that it is all about building capacity — the capacity for teachers to gain better understanding of families; the capacity for parents to provide meaningful, focused support for student learning at home; and the capacity for students to succeed on foundational grade level skills.

– Beth Long, Principal, Canton Elementary STEM Academy, Canton, GA

The APTT process has brought what really matters to the forefront in our school.

– Aaron Corley, Principal, Ruth Hill Elementary School, Newman, GA

“/”


School Climate and Culture


CONTACT INFORMATION

Barbara Dietsch [email protected] 562.799.5126

A growing body of research shows that positive school climate and culture enhances student attendance, engagement, performance, and graduation rates, as well as teacher job satisfaction and retention. Drawing on school-climate research and on our long history of providing related technical assistance, WestEd offers professional learning aimed at building the capacity of local educators to create school environments that are safe, supportive, and engaging, and that prepare students for college and career. In our School Climate by Design process, participants learn to use multiple forms of data to assess needs and monitor implementation of evidence-based practices for developing a schoolwide culture and climate conducive to improved student outcomes. We work with school-climate leadership teams to:

© Survey students, staff, and parents about their perceptions of their school’s climate and culture using the WestEd Healthy Kids School Climate Surveys (online or paper) and/or other validated school-climate measures

© Systematically review all sources of school-climate data; examine school strengths and challenges; identify needs; and compare school data to standards set by other schools with exceptionally positive climates

© Participate in action planning and implementation of practices designed to meet the identified needs of students and staff and lead to measurable improvements in school climate

© Involve students in improvement of school climate through Student Listening Circles, a structured process that engages students, parents, school staff, and community stakeholders in a dialogue for improving school environment and fostering positive student-staff relationships, culminating in an action plan for collaborative follow-through

© Foster a schoolwide commitment to change and engage in a process of continuous improvement

The support we received from WestEd made all the difference in the world as we reviewed our data, identified program goals, and developed our school climate action plan.

– Steve Coover, Principal, Mount Miguel High School, Spring Valley, CA

“/”



CONTACT INFORMATION Ann Hern [email protected] 209.482.0577

Fiscal Management and Resource Allocation





WestEd provides support for local education agencies to develop plans that are focused on improving student outcomes, strengthen implementation of evidence-based practices, and create systems for progress monitoring and communication plans that support transparency. WestEd also works with state and local education agencies to support resource alignment through performance-focused planning and budgeting.

In California, WestEd has unique expertise in implementation of the Local Control Funding Formula (LCFF) and of Local Control and Accountability Plans (LCAP). Services include assistance with facilitating the related development process and needs assessment, planning and outreach to improve stakeholder engagement, and performance-based prioritization of needs, actions, and services.

WestEd helps schools and districts develop and implement educator evaluation systems designed to make evaluations an active, collaborative learning process between educators and evaluators. Teachers and leaders who participate in WestEd’s Educator Quality and Evaluation offerings can learn how to set goals for student learning and professional practice, collect and analyze multiple forms of evidence related to those goals, learn from observations of practice, assess practice using performance standards, and create professional growth plans.

WestEd truly understands how to find that delicate balance between presenting,

facilitating, and empowering us to do the work. They came in with the knowl-

edge and skills to guide us toward development of an effective proficiency-based

instructional model.

– Andrew Dolloff, Superintendent of Schools, Yarmouth School Department, Yarmouth, ME

RESOURCES: CURRICULUM & PROFESSIONAL LEARNING b PAGE 13


Math Pathways & Pitfalls K–8CARNE BARNETT-CLARKE AND ALMA B. RAMÍREZ, WITH DEBRA COGGINS

This K–8 curriculum helps students tackle stubborn pitfalls head-on and transforms them into pathways for learning key topics. In rigorous research studies, Math Pathways & Pitfalls significantly increased student achievement for diverse students, including for English learners, in all grades tested.

With Math Pathways & Pitfalls lessons and instructional strategies, teachers can:

© Help students master key mathematical standards

© Support academic language development

© Prevent common pitfalls on homework

© Raise achievement on standardized tests

© Reach diverse students in the classroom, including English language learners

Each book contains everything needed to teach MPP effectively, including:

© 20–22 complete lessons

© Teaching manual

© DVD footage of MPP in action

© CD with black line masters

© Teacher professional development tasks, activities, and video footage

© Discussion Builders classroom poster

Math Pathways & Pitfalls is a fabulous tool for teachers and students. It provides background for teachers and a framework to develop math-ematical vocabulary and understanding for all students. The focus on discussion becomes part of classroom culture in other content areas as well. Questions to guide students’ understanding are right there. Stu-dents get lots of opportunities to share their thinking. Powerful!

— Leanna Baker, First grade teacher

“/”

PROFESSIONAL LEARNING OPPORTUNITIES To learn more about professional learning opportunities related to this resource, vist us online at WestEd.org/mpp, or contact Alma Ramírez (e: [email protected], t: 510.302.4249).

SAMPLE LESSONS To download sample lessons and learn how student exposure to Math Pathways & Pitfalls increases mathematics achievement, visit WestEd.org/mpp

DETAILS Grades K–1: $165.00 320 pages • 2010 • WestEd 978-0-914409-58-8

Grades 2–3: $165.00 352 pages • 2010 • WestEd 978-0-914409-59-5



DVDISBN: 978-0-914409-74-8© WestEd 2010

Videos

WestEd.org

UNITS

K–3

Early and Whole Number Concepts

Place Value and Whole Number Operations

Resources and Lesson Masters

CDISBN: 978-0-914409-69-4© WestEd 2010

Early and Whole Number Concepts with Algebra Readiness

WestEd.org

DVDISBN: 978-0-914409-74-8© WestEd 2010

Videos

WestEd.org

UNITS

K–3

Early and Whole Number Concepts

Place Value and Whole Number Operations

Place Value and Whole Number Operations with Algebra Readiness


CDISBN: 978-0-914409-73-1© WestEd 2010

WestEd.org

DVDISBN: 978-0-914409-63-2© WestEd 2010

Videos

WestEd.org

Fractions and Decimals

Percents, Ratios, and Proportions

UNITS

4–7


CDISBN: 978-0-914409-71-7© WestEd 2010

Percents, Ratios, and Proportions with Algebra Readiness

WestEd.org

DVDISBN: 978-0-914409-63-2© WestEd 2010

Videos

WestEd.org

Fractions and Decimals

Percents, Ratios, and Proportions

UNITS

4–7


CDISBN: 978-0-914409-62-5© WestEd 2010

Fractions and Decimals with Algebra Readiness

WestEd.org

Curriculum & Professional LearningTO ORDER > 888.293.7833 or WestEd.org/bookstore

Leadership

PAGE 14 b RESOURCES: LEADERSHIP

MORE ONLINE Visit WestEd.org/resources/dop

Download a free PDF of the CPSEL document included in the book at WestEd.org/resources/cpsel. Free hard copies are also available (while supplies last).

DETAILS $12.95 • 56 pages • 2015 WestEd • 978-1-938287-33-6

Moving Leadership Standards Into Everyday WorkDescriptions of Practice, Second EditionEDITED BY KAREN KEARNEY

What does effective leadership look like, not just in theory but in action?

Moving Leadership Standards Into Everyday Work: Descriptions of Practice enhances the usefulness of the California Professional Standards for Education Leaders (CPSEL) by illustrating key knowledge and actions reflected in leadership that supports all students to learn and thrive.

The recently updated descriptions of practice (DOP), derived from consensus-building among experts and practitioners, show what individual elements within each of the six CPSEL look like across a continuum of practice. Each continuum, ranging from practice directed toward the standard to practice exemplifying the standard, provides common concepts, language, and examples for a given leadership element.

The DOP, which is also useful with leadership standards in other states, can serve various and sometimes overlapping purposes, including as a

© Starting point for developing credentialing criteria or assessments

© Guide for planning leadership preparation, induction, professional learning or coaching

© Basis for clarifying performance expectations, and

© Mirror for an administrator’s self-reflection and professional goal-setting

Today’s school administrators must assume multiple roles, from catalyst to manager, from expert to facilitator. This book, which includes a tri-fold version of the CPSEL, offers a realistic view of how those shifts translate into effective leadership.

The descriptions of practice in Moving Leadership Standards Into Everyday Work have become an essential and valuable tool to focus leaders in their everyday work.

— Margaret Arthofer, Educational Services Executive, Association of California School Administrators

“/”

TO ORDER > 888.293.7833 or WestEd.org/bookstore

Leadership

RESOURCES: LEADERSHIP b PAGE 15

The Culturally Proficient School: An Implementation Guide for School Leaders, Second EditionRANDALL B. LINDSEY, LARAINE M. ROBERTS, AND FRANKLIN CAMPBELLJONES

The Culturally Proficient School opened new dialogue about diversity and cultural dignity that had an immediate impact on educators, be-coming the go-to resource for ideas about how to serve all students equitably. This second edition incorporates reader feedback and up-to-date research on closing access and achievement gaps, delivering a guide to cultural proficiency that is more relevant, accessible, and effective than ever.

In The Culturally Proficient School, the authors take the reader

on a journey of personal reflection and capacity building. This

authentic examination of our assumptions and practices creates

a necessary, healthy tension to move from simply learning to

changing our practices in schools.

— Jeff Ronneberg, Superintendent, Spring Lake Park Schools, MN

MORE ONLINERead more about this book at WestEd.org/leadingeveryday

DETAILS $41.95 • 288 pages • 2013 Corwin • 978-0-914409-13-7

SAMPLE CHAPTERSRead the introduction and Chapter 1 at WestEd.org/culturallyproficientschool


Leading Every Day: Actions for Effective Leadership, Third EditionJOYCE S. KASER, SUSAN MUNDRY, KATHERINE STILES, AND SUSAN LOUCKS-HORSLEY

This revised and updated best seller includes over 150 convenient, closely integrated daily contemplations to carry anywhere; succinct, first-hand insights to proven leadership best practices that inspire, challenge, and instruct; and up-to-date research on creative solutions to leadership challenges, change, and professional learning.

This book continues to resonate, encourage, and motivate action.

It’s a powerful combination of inspirational, critical, and practical

guidance delivered in daily doses.

— Stephanie Hirsh, Executive Director, Learning Forward


Equity

PAGE 16 b RESOURCES: EQUITY

A Culturally Proficient Response to the Common Core: Ensuring Equity Through Professional LearningDELORES B. LINDSEY, KAREN KEARNEY, DELIA ESTRADA, RAYMOND D. TERRELL, AND RANDALL B. LINDSEY

Any implementation of the Common Core State Standards must promote equity, access, and inclusion, and close achievement gaps. This book, cowritten by WestEd’s Karen Kearney, shows how central Common Core tenets — rigor, meaningful curricula and assessment, and higher-order thinking — can become educational realities for every learner.


SAMPLE CHAPTERSRead Chapter 1 at WestEd.org/growingintoequity



Growing Into Equity: Professional Learning and Personalization in High-Achieving SchoolsSONIA CAUS GLEASON AND NANCY GERZON

This illuminating book shows how four outstanding schools make indi-vidualized learning a reality for every teacher and student. The common thread is the commitment to equity — every student achieving. Discover new approaches for individual, team, and whole school professional learning that support personalized learning, drawn from schools that are leaders in overcoming challenges and creating opportunities.

Growing Into Equity is a timely and important new book that

provides compelling evidence of how teachers, principals, school

district leaders, and policymakers can create and embrace equity

in school districts, schools, and classrooms to ensure that all stu-

dents are learning and achieving.

— Thomas Payzant, Retired Superintendent, Boston Public Schools, MA

Teaching and Learning

Transforming Teaching and Learning Through Data-Driven Decision Making: Classroom Insights from Educational PsychologyELLEN MANDINACH AND SHARNELL S. JACKSON

A must-have for teachers, school and district administrators, school psychologists, and other educators, this book features advances in research and theory on teaching and learning. The authors’ integrated model demonstrates how to establish a data culture and transform quantitative and qualitative data into actionable knowledge in four key areas — assessment, statistics, instructional and differentiated psychology, and classroom management.

I recommend this book for practitioners as they embark on the

journey of discovery about what educators need to do to prepare

to develop a culture that supports data-driven decision-making.

— Margarete Couture, Principal, South Seneca Central School District, Interlaken, NY

MORE ONLINERead more about this book at WestEd.org/motivationtolearn

DETAILS$25.95 • 240 pages • 2014 Corwin • 978-1-412-98671-7

SAMPLE CHAPTERSRead the introduction and Chapter 1 at WestEd.org/transformingteachingandlearning

DETAILS$36.95 • 280 pages • 2012 Corwin • 978-1-4129-8204-7

Motivation to Learn: Transforming Classroom Culture to Support Student AchievementMICHAEL MIDDLETON AND KEVIN PERKS

This practical guide provides field-tested techniques for identifying, harnessing, and sustaining student motivation in the classroom. This resource includes:

© Reflection activities that encourage student voice and self-efficacy

© Case studies and best practices based on current motivation theory and research

© Strategies for designing effective learning tasks and growing posi-tive relationships with students and colleagues


RESOURCES: TEACHING & LEARNING b PAGE 17

Best Sellers

PAGE 18 b RESOURCES: BEST SELLERS

Making Sense of Student Work: A Protocol for Teacher CollaborationKIRSTEN R. DAEHLER, JENNIFER FOLSOM, AND JENNIFER MENDENHALL

When teachers closely examine words and drawings created during the learning process, they gain a valuable window into their students’ thinking. By examining student work, teachers can identify what students understand and where gaps in their understanding can be leveraged as opportunities for improvement. This protocol provides a framework to help teachers:

© Have evidence-based discussions about students’ work and thinking

© Examine and come to understand students’ ideas and the logic behind these ideas

© Strengthen their abilities to make instructional choices in response to the specific ways students are thinking

© Analyze and improve the formative assessment tasks they use with students

SAMPLE CHAPTERRead a free chapter at WestEd.org/mentoringnewteachers

DETAILS Book: $21.95 • 112 pages • 2007 WestEd • 978-0-914409-30-4Facilitation and Training Guide: $149.95 • 300 pages • 2007 WestEd • 978-0-914409-31-1

Save 10% off the individual prices when you order the set: $154.00 • LI-07-01S

Resiliency: What We Have LearnedBONNIE BENARD

A few years ago, resiliency theory was relatively new to the fields of prevention and education. Today, it is at the heart of hundreds of school and community programs that recognize in all young people the capacity to lead healthy, successful lives. The key, as Benard reports in this synthesis of a decade and more of resiliency research, is the role that families, schools, and communities play in supporting, and not undermining, this biological drive for normal human development.

SAMPLE CHAPTERSRead chapters 1 through 3 at WestEd.org/resiliency

DETAILS $21.95 • 148 pages • 2004 WestEd • 978-0-914409-18-2

MORE ONLINEFormative Assessment Task Banks that complement the protocol, and free sample student work downloads, are available at WestEd.org/mssw

DETAILS Print: $19.95 • 112 pages • 2014 WestEd • 978-1-938287-12-1

eBook: $16.95 • 112 pages • 2014 WestEd • 978-1-938287-21-3


Mentoring New Teachers Through Collaborative CoachingKATHY DUNNE AND SUSAN VILLANI

What are the best approaches for developing effective mentors and improving the professional growth of new teachers? This complete professional development toolkit provides a highly effective re-search-based mentoring and coaching model, complete with activities, agendas for multiday trainings, and other do-it-yourself resources. Perfect for professional developers, teacher leaders, mentor and/or teacher induction program coordinators, building- and district-level administrators, and faculty from institutions of higher education.

PAGE 19

There’s more to WestEd than what you find in our catalogs

Success for every learner since 1966.

We provide research, evaluation, policy analysis, technical assistance, and professional learning to address the full spectrum of education and human development, from early childhood through K–12 and higher education to adult learning.

Each year, we help hundreds of school districts, government agencies, colleges and universities, nonprofits, and businesses nationwide to find innovative and sustainable solutions for their real-world challenges.

Let us put our unparalleled and wide- ranging expertise to work for you.

Visit WestEd.org for more information or contact us today at 877.493.7833 or [email protected]

technical assistance

research

professional learning

polic

y

analysis

evaluation

About WestEd / WestEd — a nonpartisan, nonprofit research, development, and service agency — works with education and other communities throughout the United States and abroad to promote excellence, achieve equity, and improve learning for children, youth, and adults. WestEd has more than a dozen offices nationwide, from Washington and Massachusetts to Arizona and California, with headquarters in San Francisco. For more information, visit WestEd.org, call 877.493.7833, or email us at [email protected].

Subscribe to the E-Bulletin (WestEd.org/subscribe)

Like us on Facebook

Follow us on Twitter

Follow us on LinkedIn

Visit WestEd.org

FSC Placement

CONNECT & INTERACTKeep current on the latest WestEd research, resources, news, and career opportunities.

Non-Profit Org.U.S. Postage

PAIDSan Francisco, CA

Permit No. 83

WestEd offers additional resources and services that draw on the best from research and practice. Download our Science & Mathematics and English Learners & Literacy catalogs for more information.

WestEd.org/ELL-Catalog-2016WestEd.org/STEM-Catalog-2016

YEARS

730 HARRISON STREET • SAN FRANCISCO, CALIFORNIA • 94107-1242

also available

Making Sense of SCIENCE: Genes & Traits for Teachers of Grades 5-12PAGE 14

Field Guide to Geometric Transformations, Congruence, and SimilarityPAGE 16

Math Pathways & Pitfalls: Fractions and Decimals with Algebra Readiness, Lessons and Teaching Manual, Grades 4-6PAGE 18

English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the ClassroomPAGE 14

Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College ClassroomsPAGE 16

Discussion Builders Posters Set: Grades K-1, 2-3, and 4-8PAGE 18

Documents

PAGE 14 PAGE 16 PAGE 18 - WestEd€¦ · described on page 4. Highlighted Service Clusters STARTING ON PAGE 5 Transformational Leadership Coaching Aligning Curricula and Assessment