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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| About the Authors | |
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| What Is Powerful Job-Embedded Profressional Development, and How Can You Make It Happen? | |
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| Cultivating Professional Development From Inside the Four Walls of Your School | |
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| So What Is Job-Embedded Professional Development? | |
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| What Are the Building Blocks for Job-Embedded Professional Development? | |
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| An Example: What Did Mrs. Oublier Teach Us About Building Professional Knowledge That Facilitates Change? | |
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| Concluding Thoughts | |
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| Additional Resources | |
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| Creating Space and Reconceptualizing Roles for Job-Embedded PD: Building the Back Porch | |
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| What Exactly Is a School's Back Porch? | |
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| Who Is on the Back Porch? Roles and Responsibilities | |
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| What Is a Teacher Leader? | |
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| What Is the Role of the Principal? | |
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| Concluding Thoughts | |
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| Additional Resources | |
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| Thinking Outside the Clock and Inside the Budget: How to Find Time and Money for Job-Embedded PD | |
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| Finding Time | |
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| Finding Money | |
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| How to Use Time and Money Creatively | |
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| An Example: Finding Time and Money for Job-Embedded PD | |
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| Concluding Thoughts | |
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| Additional Resources | |
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| The Professional Development Toolbox: Strategies to Actualize Powerful Professional Development | |
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| Book Studies, Webinars, Podcasts, and Online Video Libraries | |
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| Definition: Book Study | |
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| Definitions: Webinar, Podcasts, and Online Video Library | |
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| Illustration: From Book Study to Webinar and Back Again | |
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| What Have We Learned? | |
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| Some Things to Think About | |
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| Additional Resources | |
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| Research-in-Action and Coteaching | |
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| Definition: Research-in-Action | |
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| Illustration: Research-in Action | |
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| Definition: Coteaching | |
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| Illustration: Coteaching?Lead and Support | |
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| Illustration: Coteaching?Parallel Teaching | |
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| What Have We Learned? | |
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| Some Things to Think About | |
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| Additional Resources | |
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| Conversation Tools: Protocols, Open Space Technology, and the Knowledge Cafe | |
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| Definition: Conversation Tools | |
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| Illustration: Conversation Tools | |
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| What Have We Learned? | |
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| Some Things to Think About | |
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| Additional Resources | |
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| Lesson Study | |
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| Definition: Lesson Study | |
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| Illustration: Lesson Study | |
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| What Have We Learned? | |
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| Some Things to Think About | |
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| Additional Resources | |
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| Teacher Inquiry/Action Research | |
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| Definition: Teacher Inquiry/Action Research | |
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| Illustration: Teacher Inquiry/Action Research | |
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| What Have We Learned? | |
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| Some Things to Think About | |
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| Additional Resources | |
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| Coaching Models: Peer, Culturally Responsive, and Content Focused | |
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| Definition: Coaching | |
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| Illustration: Peer Coaching | |
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| Illustration: Culturally Responsive Coaching | |
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| Illustration: Content-Focused Coaching | |
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| What Have We Learned? | |
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| Some Things to Think About | |
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| Additional Resources | |
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| Professional Learning Communities | |
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| Definition: Professional Learning Community | |
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| Illustration: Inquiry-Oriented PLC | |
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| What Have We Learned? | |
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| Some Things to Think About | |
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| Additional Resources | |
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| Using Your Toolbox: Tips for Developing a Successful Job-Embedded, Professional Development Program | |
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| Making the Match: Aligning Data and the Right Tools With Your Particular Needs | |
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| What Factors Should I Consider in the Matchmaking Process? | |
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| Illustration: Sixth-Grade Language Arts Teacher Keisha Wagner | |
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| What Is a Theory of Change, Why Do You Need One, and How Do You Get One? | |
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| Illustration: Elementary School Teacher Leader Kevin Smith | |
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| Tips for Making the Perfect Match for Professional Learning | |
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| Concluding Thoughts | |
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| Effective Professional Development Within Your School Walls: Lessons Learned | |
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| Ten Lessons for Making Job-Embedded Professional Development a Success at Your School | |
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| Parting Comments | |
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| References and Additional Reading | |
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| Index | |