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Equity for multilingual learners (MLLs) means that students' cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social-emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era. Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including: (1) Authentic examples of how educators understand and support MLLs through an equity lens; (2) Student portraits of multilingual learners' experiences; (3) Accessible answers to essential how-to questions; (4) Robust professional learning activities; and (5) Access to print and online resources for additional information. Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners.

Cohan, Honigsfeld, and Dove bring together current research, authentic examples of best practices, and voices from the field to champion the power of purposeful collaboration and provide educators with resources that will empower them to support English learners (ELs) and their families. Guided by four core principles--common purpose, shared mindset, diverse team membership, supportive environment--the authors explain how to meet the challenges of collaborating with ELs and help all stakeholders--administrators, teachers, students, parents, community leaders--develop new and effective ways of working together for the success of each learner.

This unique collection of chapters takes the reader on a tour to explore innovative preservice and inservice teacher education practices from many regions of the United States, Canada and the world. Each of the chapters offers an authentic, documentary account of successful initiatives that break the traditional mold of teacher education. Section I presents unique preservice teacher preparation programs and initiatives. These chapters offer compelling ideas to readers who seek change in the higher education model of teacher training. Section II features inservice education for both the novice and veteran teacher. The chapters included in this section of the book offer stories of innovation as professional development initiatives. Each of the programs describes the setting or context in which the innovation takes place and focuses on the role of teachers and students. Chapters in Section III highlight the benefits of collaborative teacher education practices. Through the lens of community and with the tools of cooperation and support, innovative practices are described for the improvement of student learning. Section IV offers less commonly presented diverse, global perspectives on teacher education. The sharing of ideas through global examples highlight the similarities in educational practices and common goals across the world. Section I, Preservice Teacher Education, contains: (1) Mirrors, Maps, and Torchlights: Enacting a Conceptual Framework for Teacher Education (Catherine McTamaney and Amy Palmeri); (2) "I Would Rather Feel Uncomfortable in an Education Class than at the School Where I Teach": Cultural and Political Vignettes as a Pedagogical Approach in Teacher Education (Jacqueline Darvin); (3) Building a Bridge from the Experiential to the Textual: Preparing Critical Readers for a Complex Teaching Terrain (Laura R. Kates); (4) Raising the Bar for 21st Century Teacher Preparation (Mark Warner, Cherry O. Steffen, James Cope, and Beth A. Peery); (5) Practice-Based Teaching and Community Field Experiences for Prospective Teachers (Ken Zeichner and Morva McDonald); (6) High Impact Practices and the Preparation of Educators in the New Era (Yi-Ping Huang); (7) Service-Learning as a Vehicle for Examining Assumptions about Culture and Education (Peter Smagorinsky); and (8) Modeling Assessment and the Impact on K-16 Student Learning (Sheryl L. McGlamery and Saundra L. Shillingstad). Section II, Inservice Teacher Education, contains: (9) When Mentoring is Not Enough: A Multi-Year Induction Program (Joseph Corriero and Lynn Romeo); (10) When All Really Means All: Schools of Promise, Schools of Reform, and Innovative Professional Development (George Theoharis and Julie Causton-Theoharis); (11) Technology on the Frontier of Inservice Teacher Education (Diane Lapp, Douglas Fisher, Thomas DeVere Wolsey, and Sharon Walpole); (12) Teaching Outside the Book: Inservice Teacher Education for a New World (Susan K. Parry, Valerie B. Brown-Schild, Lisa B. Hibler, Charles R. Coble, and Ruben G. Carbonell); (13) Promoting Teachers' Social and Emotional Competencies to Support Performance and Reduce Burnout (Patricia A. Jennings); and (14) From Muteness to Provocation: An Emerging Developmental Model of Teacher Leadership (Nita A. Paris, Harriet J. Bessette, Traci Redish, and Dawn Kirby). Section III, Collaborative Teacher Education Practices, contains: (15) Grow Your Own Teachers: Community-Based Change in Teacher Education (Elizabeth A. Skinner); (16) Cooking "Hickory Soup" and Other Ways to Develop Successful Interprofessional Internships for Preservice Teachers (Twyla Salm and Lace Marie Brogden); (17) Foreign Language Teacher Technology Education: Innovation Through Social Networking (Victoria Hasko and Soria E. Colomer); (18) School-Community Based Urban Teacher Education as a Voice for the Community (Jana Noel); (19) The Association of Raza Educators: Community-Based Teacher Organizing and the Development of Alternative Forms of Teacher Collaboration (Miguel Zavala); and (20) School Improvement: Collaboration for Success (Mary Ellen Freeley, Andrew Ferdinandi, and Paul Pedota). Section IV, Global Perspectives on Teacher Education, contains: (21) Preparing New Teachers for the Full Catastrophe of the 21st Century Classroom: Integrating Mindfulness Training into Initial Teacher Education (Geoffrey B. Soloway, Patricia A. Poulin, and Corey S. Mackenzie); (22) Engaging Imaginations and Emotions in Preservice Teacher Education (Anne Chodakowski and Kieran Egan); (23) Teacher Induction in Scotland: Once Little Short of Scandalous, Now World Class (Ian Matheson, Mairi McAra, and Thomas Hamilton); (24) Cooperating Across Cultures: Professional Development in a Chinese Minority Region (Tasha Bleistein and Tao Rui); (25) Breaking the Mold to Mend the Wounds: An Innovative Model of Collaborative Practice to Further Aboriginal Student Learning (Lorenzo Cherubini); and (26) Participatory Action Research for Teacher Development in Malawi (Liz Barber, Tom Smith, Alexander Erwin, Vanessa Duren-Winfield, Tenika S. Walker, Brian Mosleley, and James D. Worsley, with the following teachers from the Domasi Demonstration Primary School, Zomba, Malawi: Chifundo Ziyaya, Mirriam Sherriff, Ethel Chikapa, Beauty Kafuna, Liveness Mzanza, Ausman Ngwali, and Lucy Kapenuka). A foreword by Thomas R. Guskey and a preface by Audrey Cohan and Andrea Honigsfeld are included.

This handbook offers strategies for ending sexual abuse and sexual harassment of students by other students or staff members. Chapter 1 discusses how to define sexual harassment and abuse, provides a review of literature, and reviews pertinent laws and litigation. The second chapter presents step-by-step procedures for handling a complaint of sexual abuse by a staff member, by a peer, or by an adult. Chapter 3 describes measures to prevent sexual harassment and abuse, which include: create a gender-equitable classroom; incorporate gender equity into existing practices; eliminate name calling via the classroom; educate and empower students; and develop or expand peer education programs. Suggestions are also offered for educating parents and the community and for addressing homophobia. Appendices contain lists of videotapes, other media, and organizations; and an annotated bibliography of 26 resources. (Contains 34 references and 56 suggested-reading references.) (LMI)