The authors present educators with strategies for designing diverse ways of gathering, organizing, and reporting evidence of self-directed learning.

The contributors present a strong case for teaching the learning process--which evidence shows can be more effective than the teaching of specific disciplines.

This work describes how curriculum development, instruction, assessment, and teaching are different in a process-oriented learning organization.

This book details the steps that need to be taken to move from a traditional school system to a true learning organization.

Examines why educators need to integrate explicit thinking instruction into daily lessons and illustrates what thinking-and the teaching of thinking-looks and sounds like.

Examines why educators need to integrate explicit thinking instruction into daily lessons and illustrates what thinking-and the teaching of thinking-looks and sounds like.

Are your students poised for success? Need a clear roadmap for achieving the college and career readiness goals of the Common Core and 21st century learning? Grounded in Costa and Kallick's groundbreaking habits of mind work, and informed by current research, this book helps educators: * Build consensus around what attributes and abilities all students should possess by the time they graduate * Develop a common language around these dispositions so that students will encounter them daily * Integrate these dispositions into curriculum design, instruction, and assessment * Create school...

Academic conferences for teachers and school leaders identifies the key conferral processes that develop collaboration among teachers, school principals, and district administrators. Reflecting on instructional practice, analyzing student data, setting plans and goals, creating solutions, and making commitments help school leaders focus on student learning and quality instruction.