Teaching Practices from America's Best Urban Schools: A Guide for School and Classroom Leaders.

2012 - by Joseph Johnson, Cynthia Uline, Lynne Perez


Discover the teaching practices that make the biggest difference in student performance! This practical, research-based book gives principals, teachers, and school administrators a direct, inside look at instructional practices from top award-winning urban schools. The authors provide detailed examples and analyses of these practices, and successfully demystify the achievement of these schools. They offer practical guides to help educators apply these successful practices in their own schools.

How to Create a Culture of Achievement in Your School and Classroom

2012 - by Douglas Fisher, Nancy Frey, and Ian Pumpian


Authors Fisher, Frey, and Pumpian believe that no school improvement effort will be effective unless school culture is addressed. They identify five pillars that are critical to building a culture of achievement:

  1. Welcome: Imagine if all staff members in your school considered it their job to make every student, parent, and visitor feel noticed, welcomed, and valued.
  2. Do no harm: Your school rules should be tools for teaching students to become the moral and ethical citizens you expect them to be.
  3. Choice words: When the language students hear helps them tell a story about themselves that is one of possibility and potential, students perform in ways that are consistent with that belief.
  4. It’s never too late to learn: Can you push students to go beyond the minimum needed to get by, to discover what they are capable of achieving?
  5. Best school in the universe: Is your school the best place to teach and learn? The best place to work?

Culturally Responsive Teaching: Theory, Research, and Practice

2010 - by Geneva Gay


The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay’s foundational book on culturally responsive teaching is essential reading in addressing the needs of today’s diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences.

Using Equity Audits in the Classroom to Reach and Teach All Students

2011 - by Kathryn B. (Bell), McKenzie, Linda E. Skrla


In this time of changing demographics and increased diversity, many teachers find that existing strategies to promote equity are only successful with some of the students in their classes. This book provides teachers with new strategies and tools that will work for all children, including those with diverse needs. The authors offer a wide range of methods to help teachers:

  • Assess their competency in teaching all students
  • Embrace self-reflection and be open to change
  • Evaluate and assess student achievement
  • Develop high-quality teaching skills and an equity consciousness that leads to success with all students

Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement

2011 - by Richard DuFour and Robert J. Marzano


In their first book together, Dr. DuFour and Dr. Marzano have combined their passions to articulate how effective leaders foster continuous improvement at the district, school, and classroom levels. The book focuses on district leadership, principal leadership, and team leadership, and addresses how individual teachers can be most effective in leading students–by learning with colleagues how to implement the most promising pedagogy in their classrooms. The authors argue that no single person has all the knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every child in his or her classroom. Instead, it will take a collaborative effort and widely dispersed leadership to meet the challenges confronting schools.

Diploma Matters: A Field Guide for College and Career Readiness

 2011 - by Karin Chenoweth and Christina Theokas


In our current education system too many high school students wind up with too few choices. Students are locked into what is decided for them by a broken system. Too often, they are handed a diploma that holds an empty promise. This practical field book is filled with effective tools from The Education Trust–West. Diploma Matters helps school leaders and teachers examine the current high school experience and develop a detailed action plan that will transform curriculum and ensure that all students are ready for college and the workplace.

Getting It Done: Leading Academic Success in Unexpected Schools

 2011 - by Karin Chenoweth and Christina Theokas


Getting It Done describes in clear and helpful detail what leaders of successful high-poverty and high-minority schools have done to promote and sustain student achievement.

Getting It Done turns to the crucial issue of school leadership, exploring how school leaders have promoted unprecedented levels of school and student achievement. A book that focuses on real leaders and on the knowledge and skills that they have employed on behalf of heightened achievement Getting It Done will be essential reading for school leaders, and for all who believe that a successful education can be attained by all students.

Trust Matters: Leadership for Successful Schools

2014 - by Megan Tschannen-Moran


Make your school soar by escalating trust between teachers, students, and families. Trust is an essential element in all healthy relationships, and the relationships that exist in your school are no different. How can your school leaders or teachers cultivate trust? How can your institution maintain trust once it is established? These are the questions addressed and answered in Trust Matters: Leadership for Successful Schools, 2nd Edition. The book delves into the helpful research that has been conducted on the topic of trust in school. Although rich with research data, Trust Matters also contains practical advice and strategies ready to be implemented. This second edition expands upon the role of trust between teachers and students, teachers and administrators, and schools and families.