New publications

This document aims to provide useful contextual information for Victorian schools which are welcoming refugee students for the first time, and offers support material for other schools and organisations providing support and services to refugees. Strengthening Outcomes acknowledges that additional support is needed to deal effectively with the challenges refugees face in settling into school and remaining engaged with education. Most importantly, it identifies the need for the education authority to work closely with community partners to achieve the best possible outcomes for refugee students. It is published by the ESL Unit, Student Learning Programs Division, Office for Government School Education, DEECD.

Teaching Australia hopes that the Open Book Scenarios: Teaching for Uncertain Futures project described in this book will provide a platform for school communities, teachers and principals to engage with scenario building at a local level – to step back from the everyday, explore the forces for change in their own school, challenge their own world view, gain a greater understanding of the teaching environment and find ways to influence and shape the professional agenda. Scenario building can be used to initiate conversations around the purposes of education and about what teachers need to do to help students prepare for their future, which takes into account the impact of social change on young people and schools. (From Introduction)

The book brings together the thoughts and insights offered by international leaders in the fields of teaching and learning. Personal dimensions of learning and teaching, and various aspects of education reform are examined. The book focuses particularly on the  Asia–Pacific region, but draws on 'best and innovative practices from the international arena'. It seeks to build a bridge between researchers, policymakers and practitioners. Adapted from publisher's description.

Untenured, Uncensored is 'a tell-all guide to the euphoric highs and unimaginable lows of teaching'. Mahoney and Purr present 'the naked truth of their own blunder-laden first few years' in order to help new teachers, those who think they might want to become teachers, and those in the business of training and hiring new teachers see the realities that cannot be conveyed through teacher preparation classes. Through their stories, tips and administrative analyses, the authors hope to save new teachers from making the same rookie mistakes, as well as making administrators, college professors, and teacher trainers aware of the practical knowledge beginning teachers need before the first day of school. Adapted from publisher's description. Also available via DA Direct.

This book is designed to be a resource for all those who support teachers' learning. ‘Teachers of teachers’ ('ToTs') may find themselves responsible for staff development within the context of a school, running a one-off workshop or a longer in-service program, or mentoring trainees. Based on experience in the field as ToTs and researchers, the authors provide strategies for designing and planning effective programs to support teacher learning; planning sessions or sequences of sessions on such programs; engaging in a one-to-one mentoring process; assessing teachers and their learning; and managing one's own personal development as a ToT. Adapted from publisher's description.

A Call to the Village suggests ways to develop collaborative strategies that integrate the knowledge, ideas, expertise, resources, networks and systems of the nonprofit, private, public and religious sectors. While most publications on school reform 'focus on micro-issues such as curricula and administration', this book focuses on the building and implementation of strategic partnerships across sectors. Adapted from publisher's description.

In this book, Judith T Witmer and Steven A Melnick aim to provide an overview of adult learning and its impact on teacher professional development. The chapters provide a theoretical foundation along with practical advice on implementing team-based professional development among educators within school districts, which will lead to true systemic reform. Contents include design options for a professional development continuum; examples of successful programs; and advice on organising, monitoring and sustaining professional development programs. Adapted from publisher's description.