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Administration

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  1. 10.0 hrs • 12/29/2015 • Unabridged

    From the renowned authority on education and parenting, “an in-depth approach to aid parents and teachers to work together with behaviorally challenging students” (Publishers Weekly)—now revised and updated. School discipline is broken. Too often, the kids who need our help the most are viewed as disrespectful, out of control, and beyond help, and are often the recipients of our most ineffective, most punitive interventions. These students—and their parents, teachers, and administrators—are frustrated and desperate for answers. Dr. Ross W. Greene, author of the acclaimed book The Explosive Child, offers educators and parents a different framework for understanding challenging behavior. Dr. Greene’s Collaborative and Proactive Solutions (CPS) approach helps adults focus on the true factors contributing to challenging classroom behaviors, empowering educators to address these factors and create helping relationships with their most at-risk kids. This revised and updated edition of Lost at School contains the latest refinements to Dr. Greene’s CPS model, including enhanced methods for solving problems collaboratively, improving communication, and building relationships with kids. Dr. Greene’s lively, compelling narrative includes: • Tools to identify the problems and lagging skills causing challenging behavior.• Explicit guidance on how to radically improve interactions with challenging kids and reduce challenging episodes—along with many examples showing how it’s done.• Practical guidance for successful planning and collaboration among educators, parents, and kids. Backed by years of experience and research and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid (and their classmates).

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    Lost at School

    10.0 hrs • 12/29/15 • Unabridged
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  2. 4.0 hrs • 9/1/2015 • Unabridged

    Over the past two decades, Michael Fullan has written influentially about the change that school and district leaders must bring about as formalized achievement standards and new technology transform how schools are run. What he hasn’t done until now is explore and discuss in detail how and why the principal’s role itself must change. Principals are often called the second most crucial in-school influencers (after teachers) of student learning. But what should the principal do in order to maximize student achievement? In The Principal, Fullan explains why the answer lies neither in micromanaging instruction nor in autonomous entrepreneurialism. He also shows systematically how the principal’s role must change and demonstrates how it can be done in short order, at scale. Fullan shows how principals have been boxed into a narrow role that undercuts their ability to develop the whole school. He sheds light on how, in times of crisis, it’s all too easy for principals to do the wrong thing—to take actions that are ineffective or even counterproductive, particularly when they don’t feel entirely in charge. But even in the toughest of external conditions, he shows, there is always leeway for action. Fullan explains how to choose the right versus wrong drivers—loosening focus on accountability and instead concentrating on capacity building; focusing less on technology and more on pedagogy; abandoning fragmented strategies and striving for “systemness;” and forgoing individualistic solutions in favor of collaborative effort. He shares how principals can foster the professional capital of teachers and get far more accomplished for all students. The author explains the three key roles that administrators must play in order to have the biggest impact on student achievement—the learning leader, the district and system player, and the change agent. Throughout The Principal are “action items” to help leaders implement Fullan’s program effectively, as well as provocative discussion questions that enhance the book’s usefulness in professional development and leadership courses.

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    The Principal by Michael Fullan

    The Principal

    4.0 hrs • 9/1/15 • Unabridged
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    Also: CD, MP3 CD
  3. 7.5 hrs • 10/13/2014 • Unabridged

    A respected educator who advised Hillary Clinton and Cory Booker on scholastic issues presents a plan for teaching the country’s most educationally endangered group—boys. David Banks knows a few things about at-risk boys. In 2004 he petitioned New York City’s mayor to allow a public school for boys to open in one of the most troubled districts in the country, the South Bronx. He had a point to prove: when rituals that boys are innately drawn to are combined with college prep-level instruction and community mentorship, even the most challenging students can succeed. The result? The Eagle Academy for Young Men—the first all-boys public high school in New York City in more than thirty years—has flourished and has been successfully replicated in other boroughs and other states. In Soar, Banks shares the experiences of individual kids from the Eagle Academy as well as his own personal story to help others get similar results. He shares the specific approach he and his team use to drive students, from tapping into their natural competitiveness and peer sensitivity, to providing rituals that mimic their instinctual need for hierarchy and fraternal camaraderie, to finding teachers who know firsthand the obstacles these students face. Result-oriented and clear-eyed about the challenges and the promises of educating boys at risk, Soar is a book that no one who wants to see our young men flourish—from parents and educators to teachers and employers—can afford to miss.

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    Soar

    By David C. Banks, with G. F. Lichtenberg
    Read by Sean Crisden
    7.5 hrs • 10/13/14 • Unabridged
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  4. 8.9 hrs • 2/5/2013 • Unabridged

    The United States is known as a world leader in innovation, boasting brilliant thinkers and trendsetting companies, but that status is at grave risk. American children are well outside the top-ten international student rankings in reading, science, and math; those rankings—not to mention the nation’s position of leadership on everything from the economy to the military to issues of moral authority—will continue to plummet unless we take dramatic action. Michelle Rhee, a driving force behind American education reform, is ready to make a change. In Radical, this fearless and pioneering advocate draws on her own life story and delivers her plan for better American schools. Rhee’s goal is to ensure that laws, leaders, and policies are making students—not adults—our top priority, and she outlines concrete steps that will put us on a dramatically different course. Informing her critique are her extraordinary experiences in education: her years of teaching in inner-city Baltimore; her turbulent tenure as chancellor of the Washington, DC, public schools; and her current role as an education activist. Rhee draws on dozens of compelling examples—from schools she’s worked in and studied; from students who’ve left behind unspeakable home lives and thrived in the classroom; from teachers whose groundbreaking methods have produced unprec­edented leaps in student achievement. The book chronicles Rhee’s awakening to the potential of every child blessed with a great teacher, her rage at realizing that adults with special interests are blocking badly needed change, and her recognition that it will take a grassroots movement to break through the barriers to outstanding public schools. An incisive and intensely personal call to arms, Michelle Rhee’s Radical is required reading for anyone who seeks a guide not only to the improvement of our schools but also to a brighter future for America’s children.

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    Radical

    8.9 hrs • 2/5/13 • Unabridged
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  5. 10.1 hrs • 9/27/2005 • Unabridged

    “The nation needs to be confronted with the crime that we’re committing and the promises we are betraying. This is a book about betrayal of the young, who have no power to defend themselves. It is not intended to make readers comfortable.” Over the past several years, Jonathan Kozol has visited nearly sixty public schools. Virtually everywhere, he finds that conditions have grown worse for inner-city children in the fifteen years since federal courts began dismantling the landmark ruling in Brown v. Board of Education. First, a state of nearly absolute apartheid now prevails in thousands of our schools. The segregation of black children has reverted to a level that the nation has not seen since 1968. Few of the students in these schools know white children any longer. Second, a protomilitary form of discipline has now emerged, modeled on stick-and-carrot methods of behavioral control traditionally used in prisons but targeted exclusively at black and Hispanic children. And third, as high-stakes testing takes on pathological and punitive dimensions, liberal education in our inner-city schools has been increasingly replaced by culturally barren and robotic methods of instruction that would be rejected out of hand by schools that serve the mainstream of society. Filled with the passionate voices of children and their teachers and some of the most revered and trusted leaders in the black community, The Shame of the Nation is a triumph of firsthand reporting that pays tribute to those undefeated educators who persist against the odds, but directly challenges the chilling practices now being forced upon our urban systems by the Bush administration. In their place, Kozol offers a humane, dramatic challenge to our nation to fulfill at last the promise made some fifty years ago to all our youngest citizens.

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    The Shame of the Nation

    10.1 hrs • 9/27/05 • Unabridged
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