Reeves, Douglas B.
Transforming Professional Development into Student Results. - 1 online resource (170 pages)
Cover -- Title Page -- Copyright -- Table of Contents -- Acknowledgments -- Introduction: And a Good Time Was Had by All -- Part 1: What's Wrong with Professional Learning? -- Chapter 1: Accountability: Why Autopsies Do Not Improve Patient Health -- Chapter 2: Uniform Differentiated Instruction and Other Contradictions in Staff Development -- Chapter 3: The Law of Initiative Fatigue -- Chapter 4: The Myths and Realities of Planning -- Chapter 5: Mr. McGuffey Doesn't Teach Here: The Brand-Name Fallacy -- Chapter 6. Scattershot Learning: "If It's Tuesday, It Must Be Brain Research" -- Part 2: How to Create High-Impact Professional Learning -- Chapter 7: From Vision to Implementation -- Chapter 8: Focus: Teaching, Curriculum, Assessment, and Leadership -- Chapter 9: Making Action Research Work -- Part 3: How to Sustain High-Impact Professional Learning -- Chapter 10: Beyond "Train the Trainer" -- Chapter 11: Performance Assessment for Teachers and Administrators -- Chapter 12: High-Impact Learning in Action -- Appendix A: Results of a Study of School Planning, Implementation, and Monitoring -- Appendix B: Planning, Implementation, and Monitoring (PIM™) Rubric -- References -- Index -- About the Author -- Related ASCD Resources -- Search this Book.
If you're tired of professional development that takes up too much time and delivers too little, then you'll appreciate this guide to effective and sustainable practices that help educators make a measurable difference for their schools and their students.
9781416609537
School improvement programs -- United States.
Teachers -- In-service training -- United States.
Teachers -- Professional relationships -- United States.
Electronic books.
LB1731 -- .R35 2010eb
370.71/55
Transforming Professional Development into Student Results. - 1 online resource (170 pages)
Cover -- Title Page -- Copyright -- Table of Contents -- Acknowledgments -- Introduction: And a Good Time Was Had by All -- Part 1: What's Wrong with Professional Learning? -- Chapter 1: Accountability: Why Autopsies Do Not Improve Patient Health -- Chapter 2: Uniform Differentiated Instruction and Other Contradictions in Staff Development -- Chapter 3: The Law of Initiative Fatigue -- Chapter 4: The Myths and Realities of Planning -- Chapter 5: Mr. McGuffey Doesn't Teach Here: The Brand-Name Fallacy -- Chapter 6. Scattershot Learning: "If It's Tuesday, It Must Be Brain Research" -- Part 2: How to Create High-Impact Professional Learning -- Chapter 7: From Vision to Implementation -- Chapter 8: Focus: Teaching, Curriculum, Assessment, and Leadership -- Chapter 9: Making Action Research Work -- Part 3: How to Sustain High-Impact Professional Learning -- Chapter 10: Beyond "Train the Trainer" -- Chapter 11: Performance Assessment for Teachers and Administrators -- Chapter 12: High-Impact Learning in Action -- Appendix A: Results of a Study of School Planning, Implementation, and Monitoring -- Appendix B: Planning, Implementation, and Monitoring (PIM™) Rubric -- References -- Index -- About the Author -- Related ASCD Resources -- Search this Book.
If you're tired of professional development that takes up too much time and delivers too little, then you'll appreciate this guide to effective and sustainable practices that help educators make a measurable difference for their schools and their students.
9781416609537
School improvement programs -- United States.
Teachers -- In-service training -- United States.
Teachers -- Professional relationships -- United States.
Electronic books.
LB1731 -- .R35 2010eb
370.71/55