| 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. |
| Subject |
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 |
