Transforming Professional Development into Student Results
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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 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.
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All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.
List price: $23.95
Copyright year: 2010
Publisher: Association for Supervision & Curriculum Development
Publication date: 4/1/2010
Size: 6.75" wide x 8.75" long x 0.50" tall
|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|
|About the Author|