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Note: Each chapter includes New Teachers Talk | |
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Setting the Stage | |
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Strategies for Teacher Leaders | |
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School Daze: What Do You Remember About School? | |
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Why Choose Teaching? | |
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What Challenges Do Teachers Face? | |
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What Makes Teachers Effective? | |
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What Makes Teachers Leaders and Decision Makers? | |
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What Skills Do Teacher | |
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Leaders and Decision Makers Need? | |
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Teaching, Leading, & Learning Concepts | |
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What Role Do Teacher Leaders and Decision Makers Play? | |
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Teaching, Leading, & Learning Concepts | |
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Applying the Skills and Roles of Leadership and Decision Making | |
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What Steps Can You Take Now? | |
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Take a Personal Strengths Inventory | |
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Why Does Instructional Decision Making | |
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Need to Be Situation-Specific? | |
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Professional Development Strategies: Charting Your Own direction | |
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It's Good to Have a Plan! | |
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The Power of Reflection | |
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Teaching, Leading, & Learning Concepts | |
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Charting Your Course for Lifelong Learning | |
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The Five-Question Professional Development | |
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Plan Teaching, Leading, & Learning Concepts | |
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Teaching, Leading, & Learning Concepts | |
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Portfolios: Documenting Your Professional Growth | |
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What Should Your Portfolio Contain? | |
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Teaching, Leading, & Learning Concepts | |
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What Teaching Standards Should Be Represented in Your Professional Teaching Portfolio? | |
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Teaching, Leading, & Learning Concepts | |
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Where Do You Go From Here? | |
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Creating a Climate for Learning | |
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Strategies for Promoting Social and Emotional Learning | |
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What Do Effective Teachers | |
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Look Like? Teaching, Learning, & Learning Concepts | |
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Teaching, Leading, & Learning Concepts | |
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Teaching, Leading, & Learning Concepts | |
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Becoming Emotionally Literate Teaching, Leading, & Learning Concepts | |
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When Does Emotional Literacy Begin? | |
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Instructional Strategies for Promoting Social and Emotional Learning | |
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Why Should Teachers Be Concerned About Their Own Emotional Literacy? | |
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Teaching, Leading, & Learning Concepts | |
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Collaborating with Parents to Promote | |
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Emotional Literacy | |
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Creating the Context for Emotional Literacy Programs | |
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Professional Ethics for Educators: What Are They and Why Are They Important for Effective Teaching? | |
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Teaching, Leading, & Learning Concepts | |
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Strategies for Designing | |
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Productive Learning | |
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Environments Seeing the Big Picture: Organizational Culture and Environment | |
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Defining and Designing Learning | |
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Environments Setting the Social-Emotional Tone of Leaning Environments | |
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Creating Responsive Learning | |
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Environments That Accommodate Diversity | |
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Arranging the Physical Learning Environment | |
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Evaluating Classroom Learning | |
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Environments Teaching, Leading, & Learning Concepts | |
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Instructional Guidance Strategies: Moving Beyond Classroom Management | |
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What Is Instructional Guidance? | |
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Goals of Instructional Guidance | |
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Instructional Guidance Approaches | |
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Organizing the Learning | |
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Environment to Guide Learners | |
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What You Should Know About Rules or Learning Community | |
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Expectations (LCE) Goodness of Fit | |
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Finding Your Leading and Teaching Voice | |
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You Make the Call--Again | |
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Instructional Approaches, Planning, and Evaluation | |
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Instructional Strategies and Approaches | |
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Why Use a Variety of Instructional Approaches? | |
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Theories and Frameworks That Guide Decisions | |
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About Instructional Strategies | |
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Teaching, Leading, & Learning Concepts | |
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Thinking Strategies | |
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Teaching, Leading, & Learning Concepts | |
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Choosing Instructional Strategies and Approaches | |
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Building an Instructional Strategies | |
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Repertoire What Role Can Questions | |
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Play in the Teaching/Learning Process? | |
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What Do You Need to Know to Use Questions Effectively? | |
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Curricular Planning Strategies: Seeing the Big Picture | |
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What Is a Curriculum? | |
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Curriculum Challenges and Opportunities | |
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Curriculum Articulation Approaches to the Curriculum Design Process | |
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The Context and Components of Unit Planning | |
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Teaching, Leading, & Learning Concepts | |
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Teaching, Leading, & Learning Concepts | |
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Creating Cross-Curricular Connections | |
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Some Basic Structures for Curricular Integration | |
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Teaching, Leading, & Learning Concepts | |
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Teaching, Leading, & Learning Concepts | |
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The Role of Collaboration in Integrative Unit | |
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Planning Issues | |
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Surrounding Integrative Units Planning: Process and Product | |
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Instructional Planning | |
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Strategies: Designing Daily Lessons | |
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Levels of Instructional Planning | |
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The Instructional Planning Process | |
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Three Phases of Instructional Planning and Decision Making | |
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Instructional Time An Instructional Aside: The Lesson Plan Book | |
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Five Questions to Guide Instructional Planning | |
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Teaching, Leading, & Learning Concepts | |
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Yeah, but Real Teachers Don't Plan That Way! | |
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Teaching, Leading, & Learning Concepts | |
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Teaching, Leading, & Learning Concepts | |
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Teacher Planning Recommendations | |
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Assessment and Evaluation Strategies | |
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What Are Assessment and Evaluation? | |
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Looking Back, Looking Forward--Joining an Assessment Revolution in Progress | |
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What Purposes Do Assessment and Evaluation Serve? | |
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Measuring Assessment Quality | |
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Assessing the Quality of Your Assessment Program | |
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What Do Teachers Need to Know and Be Able to Do to Assess and Evaluate Students? | |
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Teaching, Leading, & Learning Concepts | |
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Performance Assessment and Authentic Assessment | |
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Portfolios Teaching, Leading, & Learning Concepts | |
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Checklists and Rubrics Teacher | |
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Observation Surveys, Interviews, and Student-Teacher Conferences | |
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Assessment of Learners: Norm-Referenced and Criterion-References Tests | |
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Grading and Report Cards | |
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A Final Word on Assessment and Evaluation: No Crystal Ball | |
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Change and Professional Growth | |
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Strategies for Change and Moving Forward | |
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Creating a Culture of Collaboration | |
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Examples of Collaboration and Coping with Change | |
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The Only Constant | |
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Is Change National Standards, Goals, and Recommendations: The Origins of Education | |
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Reform Welcome to the Revolution of Education Reform! | |
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Standards for Teachers' Licensure and Development | |
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A Nation at Risk Current Educational Goals | |
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Assisting New Teachers | |
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Teacher Induction | |
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Making Magic, Making Mistakes, or Making Misery | |