Our staff are authors, in addition to being expert facilitators and researchers.  They have written books in the fields of curriculum, instruction, and inquiryClick any title to learn more.
 


Becoming A Better Teacher, by Giselle O. Martin-Kniep

Becoming a Better Teacher: Eight Innovations that Work provides K-12 educators with key information about proven, effective, teaching and learning tools. These specific innovations were selected because, as a whole, they foster a student-centered classroom environment that is both equitable and rigorous.

Separate chapters address Essential Questions, Curriculum Integration, Standards-Based Curriculum and Assessment DesignAuthentic Assessment, Scoring Rubrics, Portfolios, Reflection and Action Research.  Numerous examples from all grade levels, along with design modules, templates and checklists, make this an invaluable guide for teachers and administrators.

Capturing the Wisdom of Practice, by Giselle O. Martin-Kniep

This introductory guide has all the steps and strategies you need to create your own professional portfolio and help your school develop a system wide portfolio effort. Explore types of portfolios, what to include in each, and how to make sure your portfolio reflects your abilities and accomplishments.

Changing the Way You Teach..., by Giselle O. Martin-Kniep and Joanne Picone-Zocchia

This book describes a framework for effective teaching for any subject area and grade level.  Areas of focus include the depth and the breadth of curriculum, questions that engage and support student learning, specific scaffolding techniques, and tips for using student portfolios to both document and promote student learning. 

Stories are worven throughout to directly and explicitly related theory to practice and results, along with pratical tips that can be implemented right away.

Communities that Learn, Lead, Last, by Giselle O. Martin-Kniep

Communities that Learn, Lead, Last provides practical guidance for schools and districts developing professional learning communities, by mapping out community-building essentials, and providing guidance, tools, and carefully crafted rubrics.  Communities that Lead, Learn and Last shows how PLCs can become the means for improving teaching and learning, promoting and sustaining educational innovations, and enhancing capacity across the system.

Developing Learning Communities Through Teacher Expertise, by Giselle O. Martin-Kniep

This book provides readers with practical methods for developing a reflective, collaborative environment where teachers and administrators work together to enhance teachers’ practices, increase student learning, and produce valuable school processes.  It includes frameworks, templates and examples related to standards-based curriculum and assessment, data-driven inquiry, and professional portfolios.

Ensuring High-Quality Curriculum, by Angela Di Michele Lalor

This book provides a comprehensive guide for educators looking to create or revise curriculum, or evaluate existing or commercially available options.  It offers targeted advice and real-life examples from elementary and secondary units of study across a variety of content areas and standards, as well as field-tested rubrics, protocols, and other tools. Criteria for evaluating each component of a curriculum are provided, along with end-of-chapter checklists help educators ensure that the criteria are met.

Improving Teaching with Collaborative Action Research, by Diane Cunningham

Based on real-world experience guiding educators through the action research process, this book provides a powerful, detailed, and authentic tool designed for schools at any stage in the collegial inquiry process, from determining a meaningful starting point to reflecting upon the process.

Supporting Mathematics Learning K-5, by Joanne Picone-Zocchia and Giselle O. Martin-Kniep

Blending best practice theory with classroom reality, this handbook focuses on the development and use of effective instructional techniques and practices in K-5 mathematics. It explores the topics of diversified assessment, establishing and communicating explicit criteria, using various questioning strategies to support and extend math learning, and the role of problems in providing context for teaching and learning math skills. Each section concludes with a series of processing and design options to help teachers apply the material to their own context.

Why Am I Doing This? Purposeful Teaching Through Portfolio Assessment, by Giselle O. Martin-Kniep

This book, based on Giselle Martin-Kniep's work with over one hundred teachers in the Hudson Valley Portfolio Assessment Project, is a testament to the process of professional development inherent in the creation and use of alternative assessment. It offers demonstrable proof that when teachers engage in sustained inquiry, reflection, and communication about assessment, they can discover and define their own professionalism and refine their art of teaching.