Transforming professional development into student results / Douglas B. Reeves. [print]

By:

Reeves, Douglas B, 1953- [Author]

Material type: Text

text

Media type:

unmediated

Carrier type:

volume

ISBN:

9781416609490

Subject(s):

LOC classification:

LB1731.R332.T736 2010
LB1731

Available additional physical forms:

Contents:

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.

Subject: 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.

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Holdings
Item type	Current library	Collection	Call number	Status	Date due	Barcode
Circulating Book (checkout times vary with patron status)	G. Allen Fleece Library	Non-fiction	LB1731 .R35 2010 (Browse shelf(Opens below))	Available		31923001794318

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.

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.

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