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Explore this inspiring professional book study focused on gender equity, inclusion, overcoming barriers, utilizing support factors, and sponsoring and mentoring emerging leaders.

This book focuses on creating, implementing, and sustaining effective language assistance programs for MLs. This sample chapter explores three questions that together provide a useful starting point for school- and district-leaders approaching this work:

• Who are MLs?
• Typically, who are the educators of MLs
• How does our work to support MLs complement our district's or school's mission and vision?

This book focuses on the ways in which school leaders—including superintendents, principals, curriculum supervisors, coaches, mentors, teachers, teacher educators, and other stakeholders—can create effective school policies, practices, and structures for MLs in their contexts. Read on to learn what's changed since the first edition of this bestselling book was published and explore the focus of each chapter.

Every story in Change Agents describes a team effort, and that’s intentional; no single person gets to be the savior in the story of school change. We are stronger together, and having a crew ensures that there is no singular person upon whose mental state the entirety of a school’s future hinges. That said, transforming a school requires each of us to reach beyond our current abilities, fears, and limitations. This chapter is about the personal work and growth that must happen in tandem with school transformation.

In this excerpt from chapter 1 of Change Agents, author Justin Cohen introduces readers to educators in a "persistently failing" school in San Jose, California, presenting their experiences within the context of 30 years of school improvement policy. As educators everywhere struggle to make sense of the chaos wrought by unprecedented times, Cohen asks, "What would it actually look like for teachers to be at the center of discussions about school transformation?"

Our public school systems have built-in inequities, and the challenge of dismantling those structures is larger than any one teacher, principal, school, or district. But the truth is that teachers and leaders are the most underestimated force for transformational change in our country. They are already everywhere where improvement is needed. They are at the needed scale, equipped with a will to serve, and possess a myriad of competencies that position them to build relationships needed for lasting community transformation. Learn more about power of educators to lead change in this article.

To truly appreciate the importance of mastery learning, you need to understand the context in which Benjamin Bloom developed the idea and the boldness of what he proposed. Bloom not only challenged long-held notions about the development of talent in young people and the influence of educators; he proved himself a courageous and steadfast champion of equity and social justice.

In this article published by The Greenfield Recorder, authors Albert Johnson-Mussad and Laurel Peltier discuss the meaning of "responsive collaboration" and how it can make a difference in the lives and education of students with special needs.

Following a year or more spent distance learning, many students, especially adolescents, seem to need a strong refresher in conversational skills with both peers and adults. In this article, the authors of Morning Classroom Conversations share their tips for teaching students how to have more meaningful conversations.

Have you been feeling unsure of how to reconnect with your students after returning to the classroom? Morning Classroom Conversations authors Kellie McClain and Nina Murphy share their strategies for getting students thinking and learning through SEL-based conversations in this article posted by UNESCO.

Student learning communities give all students access to deeper learning.

With some ingenuity, universal response systems can still work in remote and hybrid learning.