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Raising the Bar and Closing the Gap is a sequel to Whatever It Takes: How Professional Learning Communities Respond When Kids Don t Learn (DuFour, DuFour, Eaker, & Karhanek, 2004). In Whatever It Takes, the authors addressed the question of what happens when students don t learn. In this sequel, the authors reiterate, reinforce, and expand upon the ideas in Whatever It Takes by exploring the following questions: 1. Is the PLC improvement process sustainable? The authors return to two of the schools featured in the Whatever it Takes case study to examine once again the intervention and enrichment processes they put in place and to consider how those processes have impacted student achievement in the years since Whatever It Takes. 2. Is this improvement process transferable? To answer this question, the authors explore the practices of schools at different grade levels, from different parts of the country, serving very different student populations to consider how they have transferred the research base on best practice and the experiences of other schools to become some of the best schools in America. 3. What is the role of the central office in promoting the professional learning communities concept throughout a district? The authors devote three chapters to case studies that examine how three different school districts have created the expectation that all of the schools in their districts would operate as professional learning communities. 4. How should we enrich and extend the learning of students who are proficient? In Whatever It Takes, the authors focused intensively on students who experienced academic difficulty. In this book, the authors address enrichment for proficient students by illustrating how the effective implementation of the PLC concept not only closes the gap for students who have historically struggled in schools but also raises the achievement bar for all students. 5. What prerequisite framework must be put in place in order for schools to create effective systems of intervention and enrichment? Creating an effective system of interventions and enrichment must be part of a larger cultural transformation of a school; however, educators often fail to fully appreciate the comprehensive change that must occur. In this book, the authors are explicit about the prerequisite work a school must address and the structures that must be in place as part of the process of creating powerful intervention and enrichment. 6. How have the changes in national educational policy impacted the premise that schools should have a systematic plan for responding to the learning needs of students? The authors address the future of No Child Left Behind and the Individuals with Disabilities Education Improvement Act (IDEIA) legislation of 2004 as it relates to the professional learning community concept. They also explore the connection between Response to Intervention (RtI) and the PLC concept.

Two-thirds of today's teens are interested in having a meaningful relationship with God, yet less than one-third of them are active in a local church. These statistics indicate that it is time to change how the church does youth ministry, and this compelling book provides an impassioned plea for the church to set higher standards for ministry to teens and their families. (20050420)

This book contains over 65 methods and strategies designed to help students produce quality work through sustained effort. The new edition puts self-efficacy in the context of NCLB and the re-authorization of IDEA.

Included are forms and worksheets to be photocopied and used by both you and your students. The strategies in this book will help students master their abilities to-
-set goals
-Reflect
-Follow directions
-Plan
-Organize
-Manage their time
-Take notes
-Take tests

This third edition of Erickson's bestseller provides updated information about designing curriculum aligned with state and national content standards, using brain-based teaching methods, and developing higher-order thinking skills.

A real-world guide to becoming a top-performing equity analyst

Praise for Best Practices for Equity Research Analysts:

"Jim Valentine has taken his decades of experience as a highly successful security analyst and written an effective and comprehensive guide to doing the job right. I only wish I had this book by my side throughout my career." -- Byron R. Wien, Vice Chairman, Blackstone Advisory Partners LP

"Given the fast pace and high-pressure nature of the markets, analysts don't have the luxury to make mistakes. James J. Valentine's Best Practices for Equity Research Analysts should be required reading for all new and experienced analysts, particularly those who were not lucky enough to be brought up in the business under a mentor. Valentine can be that mentor." -- Jami Rubin, Managing Director, Global Investment Research, Goldman Sachs

"Jim's book is an excellent window into the world of securities research. Very few works cover the complete life cycle of an analyst and the necessary balance between theory and practice. This is one of them." -- Juan-Luis Perez, Global Director of Research, Morgan Stanley

"Valentine's book doesn’t rehash the basics of finance but covers all the nonacademic topics in terms of how the analysts should manage their time, resources, data, and contacts in order to come up with the best stock picks. This book is required reading for beginning analysts and a must-read for all analysts who want to develop an edge." -- Carl Schweser, Founder of Schweser’s Study Program for the CFA Exam

"Best Practices for Equity Research Analysts is by far the best written and most comprehensive book that I have read on how to become a top-notch analyst. I shouldn't be surprised; it was written by one of the best analysts that Wall Street has ever seen. Every securities firm should require their analysts to read this book." -- Eli Salzmann, Portfolio Manager

Most equity research analysts learn their trade on the job by apprenticing under a senior analyst. However, equity analysts who work for senior producers often have little time or incentive to train new hires, and those who do have the time may not have research skills worth emulating.

Now, Best Practices for Equity Research Analysts offers promising equity research analysts a practical curriculum for mastering their profession. James J. Valentine, a former Morgan Stanley analyst, explains everything today's competitive analyst needs to know, providing practical training materials for buyand sell-side research analysis in the United States and globally.

Conveniently organized for use as a learning tool and everyday reference on the job, Best Practices for Equity Research Analysts covers the five primary areas of the equity research analyst's role:

• Identifying and monitoring critical factors
• Creating and updating financial forecasts
• Deriving price targets or a range of targets
• Making stock recommendations
• Communicating stock ideas

Expanding upon material covered in undergraduate courses but written specifically to help you perform in the real world, this authoritative book gives you access to the wisdom and expertise of leading professionals in the field. You'll learn best practices for setting up an information hub, influencing others, identifying the critical factors and information sources for better forecasting, creating a better set of financial forecast scenarios, improving valuation and stock-picking techniques, communicating your message effectively, making ethical decisions, and more.

Without Best Practices for Equity Research Analysts, you're just treading water in the sink-or-swim world of the equity analyst.

In this addition to the Essentials for Principals series, authors Richard DuFour and Rebecca DuFour continue to provide aspiring and experienced principals with useful strategies for creating high achieving professional learning communities in their schools. The School Leader's Guide to Professional Learning Communities at Work is based on the following assumptions:
1. The school s job is to ensure high levels of student learning.
2. The process of fulfilling that responsibility entails developing professional learning communities through staff.
3. It is the principal s job to lead the effort to create a professional learning community that fosters high levels of learning for students through processes that promote adult learning.

The School Leader's Guide does not list chronological steps principals must follow to achieve its PLC, but rather provides sound, research-based strategies and suggestions to help principals address specific challenges that inhibit PLCs in their schools. Chapter 1 helps principals initiate and lay the foundation for PLCs. Chapter 2 analyzes how principals lay the structure to support collaborative team processes, while chapter 3 distinguishes between teams and groups and what tools should be used to create teams. Chapter 4 emphasizes the point of being collaborative to promote high levels of student learning, and chapter 5 focuses on effective monitoring strategies for principals.

Chapter 6 explores how student progress should drive a continuous improvement process. How to implement intervention systems to aid struggling students is the focus of chapter 7. Chapter 8 helps principals reflect on their communication effectiveness, and chapters 9 and 10 focus on sustaining school improvement initiatives and informing principals of the important role they play in helping their team members believe in themselves.

Michael Fullan examines the moral purpose of school leadership and its critical role in "changing the context" in which the principalship is embedded.

Michael Fullan examines themoral purpose of school leadership and its critical role in "changing the context" in which the principalship is embedded.

As world travel is growing exponentially, “alternative” travel has grown apace: from ecotourism, gap years, short-term mission trips, cultural travel-study tours, and foreign language study, to college-level study abroad, “voluntourism”, and international service-learning.

This book is intended to help the new generation of ethical and educational travelers make the most of their international experience, and show them how to broaden their cultural horizons while also making a contribution to their host community.

This book guides independent and purposeful learners considering destinations off the “beaten path” on connecting with a wider world. Whether traveling on their own, or as part of a group arranged by an educational institution, humanitarian organization, or congregation, this book will enable them to make their international encounter rewarding, authentic, enriching, and learning-oriented.

This book draws on the author’s extensive travel and many years of guiding college students’ global learning. Richard Slimbach offers a comprehensive framework for pre-field preparation that includes, but goes beyond, discussions of packing lists and assorted “do’s and don’ts” to consider the ultimate purposes and practical learning strategies needed to enter deeply into a host culture. It also features an in-depth look at the post-sojourn process, helping the reader integrate the experiences and insights from the field into her or his studies and personal life. This book constitutes a vital road map for anyone intent on having their whole being—body, mind, and heart—stretched through the intercultural experience.

Becoming World Wise offers an integrated approach to cross-cultural learning aimed at transforming our consciousness while also contributing to the flourishing of the communities that host us. While primarily intended for foreign study and service situations, the ideas are just as relevant to intercultural learning within domestic settings. In a “globalized” world, diverse cultures intermingle near and far, at home and abroad.