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Transforming Professional Development into Student Results

ISBN-10: 1416609490
ISBN-13: 9781416609490
Edition: 2010
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Description: Focusing on just three things--evidence of student learning, feedback on teacher and principal decisions, and depth of implementation--renowned author and thinker Douglas B. Reeves provides you with a blueprint for how to ensure professional  More...

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Book details

List price: $23.95
Copyright year: 2010
Publisher: Association for Supervision & Curriculum Development
Publication date: 4/1/2010
Binding: Paperback
Size: 6.75" wide x 8.75" long x 0.50" tall
Weight: 0.814
Language: English

Focusing on just three things--evidence of student learning, feedback on teacher and principal decisions, and depth of implementation--renowned author and thinker Douglas B. Reeves provides you with a blueprint for how to ensure professional development improves student learning. Find out: Which ineffective professional development practices often get recycled through schools year after year. Why to move beyond the "train the trainer" model. How schools leaders spend too much energy, time, and money on the initial stages of implementation. Why elaborate planning documents and "brand-name" programs are not enough to achieve results. Learn how educators at all levels can improve the results of professional development by taking a course of action that includes: A dedicated team to research student learning problems. A concise action plan with a short list of priorities linked to learning goals. Formative assessments for teachers and administrators.

Acknowledgments
Introduction: And a Good Time Was Had by All
What's Wrong with Professional Learning?
Accountability: Why Autopsies Do Not Improve Patient Health
Uniform Differentiated Instruction and Other Contradictions in Staff Development
The Law of Initiative Fatigue
The Myths and Realities of Planning
Mr. McGuffey Doesn't Teach Here: The Brand-Name Fallacy
Scattershot Learning:“If It's Tuesday, It Must Be Brain Research”
How to Create High-Impact Professional Learning
From Vision to Implementation
Focus: Teaching, Curriculum, Assessment, and Leadership
Making Action Research Work
How to Sustain High-Impact Professional Learning
Beyond “Train the Trainer”
Performance Assessment for Teachers and Administrators
High-Impact Learning in Action
Results of a Study of School Planning, Implementation, and Monitoring
Planning, Implementation, and Monitoring (PIM™) Rubric
References
Index
About the Author

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