2004 Complete Bookshelf Teacher Induction Kit [Knyga]

Dominic Belmonte taught at York Community High School in Elmhurst, Illinois, for twenty years as an English teacher and chairman of the English Department. He is now President and CEO of the Golden Apple Foundation for Excellence in Teaching. A member and past chairman of the Golden Apple Academy of Educators, in 1989 he co-created the Golden Apple Scholars of Illinois program, a pre-induction teacher preparation experience that is now the Golden Apple Foundations largest program, named by Harvard University as one of 15 programs out of 1,200 nationwide as a finalist for its Innovations in American Government award. In 1996 Belmonte also co-created the GATE (Golden Apple Teacher Education) program, an alternative pathway to teacher certification for mid-career adults wishing a career in teaching secondary math or science or teaching elementary school children. Lisa Maria Burke, M. Ed., is a teacher, trainer, and author. She has taught in both regular education and inclusion settings as well as teaching reading resource, college, and continuing education courses. Lisa also has worked as an instructional resource teacher, supporting teachers as a curriculum and instruction specialist. Lisas workshops and seminars for teachers focus on effective teaching, especially planning and instructional strategies. Her successful publications 7 Steps to Stress Free Teaching: A Stress Prevention Planning Guide for Teachers and 7 Steps to Stress Free Teaching Plan Book (Edu-cators Lighthouse, 1999) were precursors of The Teachers Ultimate Planning Guide. She is a member of the Association for Supervision and Curriculum Development, the International Reading Association, and the Kappa Delta Pi Honor Society. She may be reached via e-mail at LMB9@yahoo.com. Neal A. Glasgows experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).

 

Joanne C. Wachter is a writer and consultant with expertise in education. Her teaching experience includes elementary school and middle school stints as a classroom teacher and language arts supervisor.

Rebecca Lynn Wilke, Ed.D., is Adjunct Professor of Education at the University of San Diego and also affiliated with the Poway Beginning Teacher Support and Assistance (BTSA) program in southern California. Rebecca and her husband Steve, a psychologist, offer training in leadership, education, and development through their company LEADon.biz, which serves schools, corporations, and community organizations.  

In her 40 years as an educator, Kathleen Feeney Jonson, Professor Emeritus, has been a teacher, taught director of staff development, principal, director of curriculum and instruction, and university faculty. She conducted numerous workshops for teachers and administrators on such topics as reading comprehension strategies, writing process, portfolio assessment, peer coaching, and beginning teacher assistance programs. Until her retirement in summer 2009, Jonson was professor of education and coordinator of the Master in Arts in Teaching Reading program at the University of San Franciscos School of Education. She published three books with Corwin Press, including The New Elementary Teachers Handbook (1st edition 1997, 2nd edition 2001), Being an Effective Mentor: How to Help Beginning Teachers Succeed (1st edition 2002, 2nd edition 2007), and 60 Strategies for Improving Reading Comprehension in Grades K8 (2006).

Jill A. Lindberg retired from Milwaukee Public Schools in June 2003 and is currently a supervising teacher for the University of Wisconsin-Milwaukee. Her teaching experience includes six years as a mentor teacher, assisting both general and special education teachers in Milwaukee Public Schools. She has taught students with specific learning disabilities, students with emotional/behavior disabilities, and students with hearing impairment.  She has coauthored five books in the Common-Sense Classroom Management series with educators from the Milwaukee area. She has a degree in exceptional education from the University of Wisconsin-Milwaukee. Donna Walker Tileston is a veteran teacher and administrator. She is currently the president of Strategic Teaching and Learning, a consulting firm that provides services to schools throughout the United States and worldwide. Donnas publications include Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies (2000), which has been on Corwins bestseller list since its first year in print, in addition to the ten-volume award-winning series What Every Teacher Should Know, now in its second edition. Other recent titles are Teaching Strategies for Active Learning (2006), Teaching Strategies that Prepare Students for High Stakes Tests (2008), and Closing the Poverty and Culture Gap (2009). Donna received her BA from the University of North Texas, her MA from East Texas State University, and her EdD from Texas A & M University-Commerce. She may be reached at www.whateveryteachershouldknow.com

Pamela Fannin Wilkinson is a writer, teacher, and consultant for education and business with more than twenty years of experience. She served as an Artist-in-Education under Texas Commission on the Arts and publishes regularly. Pam develops programs for public and private schools, as well as for businesses. She holds a Bachelor of Science degree in Education from Southwestern University, Georgetown, Texas.

Margaret A. McNutt has over twenty years of experience in both public and private education at all grade levels. Her roles include classroom teacher, administrator, curriculum developer, and technology designer. Margaret serves as a consultant to schools regarding staff development, student achievement in all subject areas, and technology design. Margaret holds a Bachelor of Arts degree in English and a Master of Arts degree in Education from Austin College, Sherman, Texas. She is a candidate for a Ph.D. in English from the University of Houston.

Esther S. Friedman has extensive experience as teacher, school administrator, program developer, and trainer for both parent and teacher groups in public and private settings. She has served in organizations at the national, state, and local level. Esther holds a Bachelor of Arts degree in Education from State University of New York at Potsdam and a Master of Library Science degree in School Library and Media from the University of Oklahoma. She is a candidate for an Ed.D. in Curriculum and Instruction from the University of Houston.

Dr. Harriet Brown Arnold is a veteran educator who has served as elementary school teacher, middle school administrator, elementary school principal, director of personnel and staff development, and international consultant to schools. A graduate of San Francisco State University with a B.A. in Social Welfare, she received her Masters in Education at California State University, San Jose and her Doctorate with an emphasis in Curriculum and Instruction from the University of San Francisco. Her professional development projects have included training for the Ministry of Education in the Bahamas and coordinating the Sequoia Beginning Teacher Program.



 



Jeffrey A. Kottler is one of the most prolific authors in the fields of counseling, psychotherapy, and education, having written more than 90 books about a wide range of subjects. He has authored a dozen texts for counselors and therapists that are used in universities around the world and a dozen books each for practicing therapists and educators. Some of his most highly regarded works include Creative Breakthroughs in Therapy, The Mummy at the Dining Room Table: Eminent Therapists Reveal Their Most Unusual Cases and What They Teach Us About Human Behavior, Bad Therapy, The Client Who Changed Me, Divine Madness, Change: What Leads to Personal Transformation, Stories Weve Heard, Stories Weve Told: Life-Changing Narratives in Therapy and Everyday Life, and Therapy Over 50. He has been an educator for 40 years, having worked as a teacher, counselor, and therapist in preschool, middle school, mental health center, crisis center, nongovernmental organization, university, community college, private practice, and disaster relief settings. He has served as a Fulbright scholar and senior lecturer in Peru and Iceland, as well as worked as a visiting professor in New Zealand, Australia, Hong Kong, Singapore, and Nepal. He is professor of counseling at California State University, Fullerton.

Randi Stone is the author of nine Corwin Press books: Best Practices for Teaching Reading: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Writing: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Mathematics: What Award-Winning Classroom Teachers Do, and Best Practices for Teaching Science: What Award-Winning Classroom Teachers Do. She is a graduate of Clark University, Boston University, and Salem State College. She completed her doctorate in education at the University of Massachusetts, Lowell. John M. Vitto is a parent, special educator, school psychologist, and author. He specializes in behavior management, prevention programs, solution-focused counseling, reality therapy, and con­flict resolution. In addition to his work in schools, he has worked in two psychiatric hospitals and in private practice. John is an adjunct instructor at Mount Union College. He is a member of the National Association of School Psychologists, Council for Exceptional Children, and the American School Counseling Association. John has presented at state conferences on relation­ship building, conflict management, and the creation of optimal learning environments for students. He enjoys jazz music, movies, and exercising. Questions or comments can be directed to jmvitto@aol.com.     Robert L. (Bob) Wyatt III is Professor of Education at East Central University in Ada, Oklahoma, where he has taught for the past 13 years. He also taught education courses as a graduate instructor at the University of Oklahoma while completing his doctorate. He taught at the secondary level in Texas, New Mexico, and Oklahoma, and at the college level in New Mexico and Texas for 25 years prior to achieving his masters and doctorate degrees. He has led more than 150 workshops and seminars for staff development during the last 15 years. He has twice been named Teacher of Excellence at East Central, an honor that can only be awarded every four years and is usually nominated by students and elected by peer review. He was among the top five teachers contending for Oklahoma Teacher of the Year while teaching secondary school. He has partici-pated in the Oklahoma Commission for Higher Education portfolio review committees for several colleges in Oklahoma as part of their preparation for NCATE reviews. Wyatt is a language arts specialist with a Ph.D. in both the elementary and secondary levels of language arts. He has taught undergraduate courses in methods for language arts, social studies (both elementary and secondary), and natural science (elementary); Clinicals I, II, and III; strategies for effective teaching (elementary and secondary); Portfolios I, II, and III; childrens literature; young adult literature; psychology of education; foundations of education; Composition I; and grammar. He teaches graduate courses in modern philoso-phies of education, contemporary issues of education, advanced language arts problems, techniques of research, and public relations for school administra-tors and librarians. Wyatt has two other books published: The History of the Haverstock Tent Show: The Show With a Million Friends, published in 1997 by Southern Illinois University Press, and Making Your First Year a Success: The Secondary Teachers Survival Guide, coauthored by Dr. Elaine White and pub-lished by Corwin Press in 2002. In addition to his teaching, Wyatt is a selling artist of watercolor and oil paintings. He also has three novels out for publisher review, is a former owner/editor of a weekly newspaper, and is the author/publisher of three books of local history and several journal articles in national, regional, and state journals. He is the president, a director, and an actor at Ada Community Theater, ACT II. DR. David A. Sousa is an international consultant in educational neuroscience and author of more than twenty books that suggest ways educators and parents can translate current brain research into strategies for improving learning. A member of the Cognitive Neuroscience Society, he has conducted workshops in hundreds of school districts on brain research, instructional skills, and science education at the preK12 and university levels. He has made presentations to more than two hundred thousand educators at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia.

Dr. Sousa has a bachelors degree in chemistry from Bridgewater State University in Massachusetts, a master of arts in teaching degree in science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught senior high school science and served as a K12 director of science, supervisor of instruction, and district superintendent in New Jersey schools. He was an adjunct professor of education at Seton Hall University for ten years and a visiting lecturer at Rutgers University.

Prior to his career in New Jersey, Dr. Sousa taught at the American School of Paris (France) and served for five years as a foreign service officer and science advisor at the US diplomatic missions in Geneva (Switzerland) and Vienna (Austria).

Dr. Sousa has edited science books and published dozens of articles in leading journals on professional development, science education, and educational research. His most popular books for educators include How the Brain Learns, now in its sixth edition; How the Special Needs Brain Learns, second edition; How the Gifted Brain Learns; How the Brain Learns to Read, second edition; How the Brain Influences Behavior; How the ELL Brain Learns; Differentiation and the Brain, second edition (with Carol Tomlinson); and How the Brain Learns Mathematics, second edition, which was selected by the Independent Book Publishers Association as one of the best professional development books. The Leadership Brain suggests ways for educators to lead todays schools more effectively. Dr. Sousas books have been published in French, Spanish, Chinese, Arabic, Korean, Russian, and several other languages. His book Brainwork: The Neuroscience Behind How We Lead Others is written for business and organizational leaders.

Dr. Sousa is past president of the National Staff Development Council (now called Learning Forward). He has received numerous awards from professional associations, school districts, and educational foundations for his commitment to research, staff development, and science education. He received the Distinguished Alumni Award and an honorary doctorate from Bridgewater State University and an honorary doctorate in humane letters from Gratz College in Philadelphia.

Dr. Sousa has been interviewed on the NBC Today show, by other television programs, and by National Public Radio about his work with schools using brain research. He makes his home in south Florida.

Lee Brattland Nielsen has taught for more than 25 years at the elementary, secondary, and university levels. While teaching at California Lutheran University, she taught Mainstreaming the Exceptional Student to teachers and students who were working toward their teaching credentials.

She founded and worked for 2 years as the program director of WTHS, Dade Countys educational broadcasting station in Miami, Florida. During this period, she coordinated all the educational programming. During her teaching experience, she has worked with many children with many types of exceptionalities. As a resource specialist teacher, she taught students with learning disabilities in the Los Angeles Unified School District. She believes in a positive approach to learning, with emphasis on building self-esteem in all students.

Nielsen received her bachelor of arts degree from the University of Minnesota. She took postgraduate studies at the University of Florida; California State University, Northridge; University of California, Berkeley; and California Lutheran University. Her California teaching credentials include a Lifetime Standard Credential, a Special Education Learning Handicapped Credential, and a Special Education Resource Specialist Credential. She also has held teaching credentials in Arizona and Florida.

Paul Zionts is a professor of special education and Chairperson of the Department of Educational Foundations and Special Services at Kent State University. He has been a teacher in a reform school and an inner-city high school, a program director, consultant, and teacher trainer. He has lectured and provided training in local, state, and national events and has conducted hundreds of workshops that have included teachers, counselors, psycho­ logists, social workers, administrators, parents, secretaries, and bus drivers. He has authored Teaching Disturbed and Disturbing Students (2nd edition) and Inclusion Strategies for Students with Learning and Behavior Problems, and he has coauthored with Richard Simpson both Autism (2nd edition) and Understanding Children and Youth with Emotional and Behavioral Problems. Martha L. Thurlow, Ph.D., is Director of the National Center on Educational Outcomes in the Institute on Community Integration (University Center for Excellence in Developmental Disabilities) at the University of Minnesota. In this position, she addresses the implications of contemporary U.S. policy and practice for students with disabilities and English Language Learners, including national and statewide assessment policies and practices, standards-setting efforts, and graduation requirements. Dr. Thurlow has conducted research for the past 35 years in a variety of areas, including assessment and decision making, learning disabilities, early childhood education, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings. She has published extensively on all of these topics, and also recently completed serving as co-Editor with Bob Algozzine of Exceptional Children, the research journal of the Council for Exceptional Children. Dr. Thurlow is a co-author of several books, including Testing Students with Disabilities, Improving Test Performance of Students with Disabilities, Alternate Assessments for Students with Disabilities, and Critical Issues in Special Education. Dr. Thurlow was one of the original developers of the dropout prevention program Check and Connect, which was empirically tested, and replicated in several settings. She is the author of numerous reports, journal articles and chapters on the topic of dropouts and dropout prevention, and also addresses the dropout problem within the current context of federal legislation, high stakes testing, and standards-based education.

William N. Bender, PhD, has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012).

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