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Preface | |
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Acknowledgments | |
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About the Author | |
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Learning Communities | |
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What Are Learning Communities? | |
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Why Are They Important? | |
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What Do Learning Communities Do? What do They Require to Function? | |
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What Gets in the Way of the Development of Learning Communities? | |
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What Can We Do to Support Learning Communities? | |
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Possible Questions for the Reader | |
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Recommended Books on Learning Communities | |
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Standards-Based Curriculum and Assessment Design | |
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What Does It Take to Develop a Standards-Based, Learner-Centered Unit? | |
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How Do We Help Teachers Develop High-Quality Standards-Based Units? | |
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Possible Questions for the Reader | |
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Recommended Books on Standards-Based Curriculum and Assessment Design | |
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Data-Driven Inquiry and Action Research | |
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Three Examples of Inquiry | |
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How Can Schools Support Individual, Collaborative, and School-Based Research? | |
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Possible Questions for the Reader | |
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Recommended Books on Action Research and Use of Data | |
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Professional Portfolios | |
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What Do Professional Portfolios Include? | |
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Understanding and Use of Standards-Based and Learner-Centered Curriculum and Assessment | |
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Use of Reflection and Data to Improve One's Practice | |
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How Are Professional Portfolios Organized? | |
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How Can Schools Begin to Support the Development and Use of Professional Portfolios? | |
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Possible Questions for the Reader | |
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Recommended Books on Portfolios | |
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Developing an Action Plan | |
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Identification of Internal Expertise | |
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Assessment of Needs | |
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Brokering of Relationships Among Teachers | |
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Curriculum and Assessment Design Work | |
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Inquiry and Analysis Work | |
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Professional Portfolio Work | |
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Description of CSETL and Its Mission | |
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Unit Design Template | |
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Application to Become a CSETL Fellow | |
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Professional Portfolio Rubric | |
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References | |
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Index | |