000			03479cam a2200409 i 4500
001			ocn471452331
003			OCoLC
005			20240726100406.0
008			091125s2010 vaua b 001 0 eng
010			_a2009049912
020			_a9781416609490
035			_a(OCoLC)471452331
040			_aDLC _beng _erda _cDLC _dYDX _dCDX _dYDXCP _dCTB _dSGB _dKMS _dOCLCO _dOCLCF _dCHVBK _dOCLCO _dOCLCQ _dOCLCO _dOCLCQ _dZ5A _dOCLCO _dAUHCL _dOCLCA _dOCLCQ _dOCLCO _dVBO _dSBI
043			_an-us---
049			_aSBIM
050	0	4	_aLB1731.R332.T736 2010
050	0	4	_aLB1731
100	1		_aReeves, Douglas B., _d1953-, _e1
245	1	0	_aTransforming professional development into student results / _cDouglas B. Reeves. _hPR
260			_aAlexandria, Virginia : _bAmerican SamoaCD, _c(c)2010.
300			_aviii, 156 pages : _billustrations ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aASCD member book
504			_a1 (pages 144-150) and index.
505	0	0	_aAccountability : why autopsies do not improve patient health -- _tUniform differentiated instruction and other contradictions in staff development -- _tThe law of initiative fatigue -- _tThe myths and realities of planning -- _tMr. McGuffey doesn't teach here : the brand-name fallacy -- _tScattershot learning : "if it's Tuesday, it must be brain research" -- _tFrom vision to implementation -- _tFocus : teaching, curriculum, assessment, and leadership -- _tMaking action research work -- _tBeyond "train the trainer" -- _tPerformance assessment for teachers and administrators -- _tHigh-impact learning in action -- _tAppendix A : results of a study of school planning, implementation, and monitoring -- _tAppendix B : planning, implementation, and monitoring (PIMTM) rubric.
520	0		_aHow 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.
530			_a2
650		0	_aTeachers _xIn-service training _zUnited States.
650		0	_aTeachers _xProfessional relationships _zUnited States.
830		0	_aASCD member book.
907			_a.b17357512 _b08-10-18 _c08-10-18
942			_cBK _hLB _m2010 _i2020-10-23 _k0.00 _2ddc _w7.98
945			_g1 _i31923001794318 _j2 _lCC _nDonation: Dr. Lynn Hoekstra _o- _p0.00 _q- _r- _s- -- _tBK _u0 _v0 _w0 _x0 _y.i20501590 _z08-10-18
998			_b08-10-18 _cm _da
999			_c18726 _d18726
902			_a1 _bCynthia Snell _c1 _dCynthia Snell