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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 | |