Library Book Suggestions – January 2016

The following books are new additions to the T/TAC William & Mary Library.

Collaborate Smart: Practical Strategies and Tools for Educatorscollaboratesmart
Authors:  Susan M. Hentz & Phyllis M. Jones
Call Number: CC76
This easy-to-use resource presents practical strategies and tools to improve proficiency across a range of skills that will enable new or veteran educators to collaborate, consult, and co-teach to support effective learning through best practices. This guide also includes diverse time-saving tools like communication checklists, collaboration surveys, co-teaching implementation and planning forms, and evaluation tools to help educators promote collaborative practices to improve student outcomes.

Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroomfairisntalwaysequal
Author:  Rick Wormeli
Call Number:  TS112
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What’s both fair and leads to real student learning? This engaging resource answers that question and much more. The author offers recent research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and “gray” areas that middle and high school educators will easily recognize, the author tackles important and sometimes controversial assessment and grading issues constructively.

Engaging and Empowering Families in Secondary Transitionengagingandempoweringfamilies
Editors:  Donna Wandry & Amy Pleet
Call Number:  TR213
An expanded follow-up to a CEC bestseller, this guide includes tools for assessing families’ and practitioners’ engagement in practices that promote positive post-school outcomes for youth with disabilities. This resource gives schools and agencies planning tools and practical strategies to foster family partnerships in five dimensions: collaborators in the IEP process; instructors in their youth’s emergent independence; peer mentors; evaluators and decision-makers; and systems-change agents.

Becoming an Emotionally Intelligent Teacherbecominganemotionalintelligent
Authors:  William Powell & Ochan Kusuma-Powell
Call Number:  IS19
Are you an emotionally intelligent teacher who engages your students in learning? Because teaching behaviors and personalities can affect student achievement, teachers who develop their emotional awareness and interpersonal skills are better able to manage their classrooms and promote student success. Based on Daniel Goleman’s five components of emotional intelligence, this guide shows how self-awareness, self-regulation, motivation, social awareness, and relationship management can help teachers increase their effectiveness in the classroom.

Strategies for Teaching Content Effectively in the Inclusive Secondary Classroomstrategiesforteachingconent
Authors:  Lisa A. Dieker & Rebecca A. Hines
Call Number:  IN204
This helpful resource provides classroom applications, school-wide recommendations, and content-specific strategies to support students with disabilities in secondary general education settings. By focusing on the planning pyramid, multiple intelligence, Universal Design for Learning, and instructional time, the book shows how to create an inclusive climate across the school and in the classroom. Specific content-area chapters feature proven techniques for teaching all learners reading, writing, listening, speaking, science, math, and social studies. Tips for co-teaching, behavior management, and assessment help teachers learn how to improve their instruction and make it more effective for secondary students with disabilities.

Reading and the High School Student: Strategies to Enhance Literacyreadingandthehighschool
Authors:  Judith L. Irwin, Douglas R. Buehl, & Ronald M. Klemp
Call Number:  CRD279
Designed specifically for high-school teachers and administrators, this second edition presents the issues and trends related to improved literacy learning in our nation’s high schools with a strong emphasis on classroom applications. In a reader and teacher friendly style, the authors combine a solid foundation of theory with numerous research-based, classroom-tested learning strategies to improve reading in the content areas and provide a special emphasis on the needs of the struggling reader and the English language learner.

The Literacy Coaching Challenge: Models and Methods for Grades K-8literacycoachingchallenge
Authors:  Michael C. McKenna & Sharon Walpole
Call Number:  CRD283
When the goal is supporting excellent teaching, there is no “one-size-fits-all” approach. This popular practitioner resource helps readers navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school. The authors draw on current research as well as their extensive experience in K-8 settings. They provide clear guidance (with helpful reproducibles) on: major coaching models and how to choose among them; applying principles of adult learning and motivation; the role of reading assessment in coaching; balancing classroom-level, grade-level, and whole-school tasks; and, the special considerations in middle school coaching.

Turning High-Poverty Schools Into High-Performing Schoolsturninghighpoverty
Authors:  William H. Parrett & Kathleen M. Budge
Call Number:  AL185
Is it possible for high-poverty schools to be high achieving? Of course it is! Real schools with students living in poverty do post high levels of student achievement. Learn what these schools do to help students succeed—and how you and your school can adopt the same practices—no matter what socio-economic climate students live in. Principals, teacher-leaders, and district leaders can benefit from the real-world examples and practical guidelines, all based on research and experience. Rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge readers to engage in self-assessment, reflection, and coordinated action to learn together and lead together, with rubrics and planning templates provided to guide the process.


Educators and parents/families in our service area (Regions 2 & 3) may request books and materials from the T/TAC William & Mary Library. Requested materials will be mailed to you along with a postage-paid envelope to facilitate the return of materials to our library. Two books will be shipped at a time. If the item you are requesting is not immediately available, you will be placed on a waiting list. When it becomes available, it will be shipped to you immediately.