Transforming professional development into student results /
Reeves, Douglas B., 1953-,
Transforming professional development into student results / [print] Douglas B. Reeves. - Alexandria, Virginia : American SamoaCD, (c)2010. - viii, 156 pages : illustrations ; 23 cm. - ASCD member book . - ASCD member book. .
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.
9781416609490 1416609490
2009049912
Teachers--In-service training--United States.
Teachers--Professional relationships--United States.
United States
LB1731.T736 2010 LB1731.R332.T736 2010
Transforming professional development into student results / [print] Douglas B. Reeves. - Alexandria, Virginia : American SamoaCD, (c)2010. - viii, 156 pages : illustrations ; 23 cm. - ASCD member book . - ASCD member book. .
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.
9781416609490 1416609490
2009049912
Teachers--In-service training--United States.
Teachers--Professional relationships--United States.
United States
LB1731.T736 2010 LB1731.R332.T736 2010