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Transforming professional development into student results / Douglas B. Reeves.

Transforming professional development into student results / Douglas B. Reeves.
Catalogue Information
Field name Details
Record Number 19341
ISBN 9781416609490 (pbk. : alk. paper)
1416609490 (pbk. : alk. paper)
Location 370.7155 REE
Author Reeves, Douglas B., 1953-
Title Transforming professional development into student results / Douglas B. Reeves.
Published Alexandria, Va. : ASCD, c2010.
Collation viii, 156 p. : ill. ; 23 cm.
Series ASCD member book
General Note PSD - Professor Stephen Dinham Collection
Bibliography Note Includes bibliographical references and index.
Contents Note 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" -- From vision to implementation -- Focus: teaching, curriculum, assessment, and leadership -- Making action research work -- Beyond "train the trainer" -- Performance assessment for teachers and administrators -- High-impact learning in action -- Appendix A: results of a study of school planning, implementation, and monitoring -- Appendix B: planning, implementation, and monitoring (PIMTM) rubric.
Summary Note How can we create and sustain professional learning programs that actually lead to improved student achievement? In this thoughtful and informative guide for teachers, administrators, and policymakers, Douglas B. Reeves provides answers. First he casts a critical eye on professional learning that is inconsistent, unfocused, and ultimately ineffective, and explains why elaborate planning documents and "brand-name" programs are not enough to achieve desired outcomes. Then he outlines how educators at all levels can improve this situation by * Taking specific steps to move from vision to implementation; * Focusing on four essentials: teaching, curriculum, assessment, and leadership; * Making action research work; * Moving beyond the "train the trainer" model; and * Using performance assessment systems for teachers and administrators. If you're tired of professional development that takes up too much time and delivers too little, read Transforming Professional Development into Student Results and discover how to move toward a system that gives educators the learning experiences they need to make a measurable difference for their schools and their students.
Topical Term Teachers In-service training
Teachers -- Training of
School improvement programs
Teachers In-service training.
Teachers -- Professional relationships
Teachers -- United States -- In-service training
Teachers -- United States
Schools -- Administration
Teachers -- United States -- In-service training
Teachers -- Professional relationships -- United States
School improvement programs -- United States
Geographic Name United States
Catalogue Information 19341 Beginning of record . Catalogue Information 19341 Top of page .
Item Information
Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1277749 370.7155 REE
Professor Stephen Dinham Collection   . Available .  
. Catalogue Record 19341 ItemInfo Beginning of record . Catalogue Record 19341 ItemInfo Top of page .

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