Designing and implementing effective professional learning (Record no. 212419)

000 -LEADER
fixed length control field 08267aam a2200205 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 190704b2018 ||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789352806058
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 371.102
Item number M8D3
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Murray, John
9 (RLIN) 381903
245 ## - TITLE STATEMENT
Title Designing and implementing effective professional learning
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Name of publisher, distributor, etc Sage Publications
Date of publication, distribution, etc 2018
Place of publication, distribution, etc New Delhi
300 ## - PHYSICAL DESCRIPTION
Extent xxiii, 226 p.
Other physical details Includes bibliographical references and index
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc Table of contents:<br/><br/>ch. 1 The Need for Change<br/>Traditional Approaches to Teacher Professional Learning<br/>New Demands Require Change<br/>ch. 2 Effective Teacher Professional Learning<br/>Theoretical Models of Professional Development Action<br/>Characteristics of Effective Professional Development<br/>Focus on Student Learning and Specific Content<br/>Extended Over Time and Connected to Practice<br/>Align With School Priorities and Goals<br/>Build Strong Collaborative Working Relationships<br/>Summary<br/>ch. 3 Context: Building an Atmosphere to Support Teacher Learning<br/>Learning Communities<br/>Supportive and Shared Leadership<br/>Shared Values and Vision<br/>Collective Learning and Application of Learning<br/>Shared Personal Practice<br/>Results Orientation<br/>Leadership<br/>Clarity of Purpose<br/>Communicate Expectations<br/>Attend to the Foundation<br/>Begin With a Problem or a Goal<br/>Teach Collaboration Skills<br/>Develop the Leadership Capacity of Teachers<br/>Resources<br/>Contents note continued: Human<br/>Time<br/>Technology<br/>Money<br/>ch. 4 Content: Specifying the Goals of Professional Learning Activities<br/>Identifying Goals<br/>Step 1 Identifying Student Needs<br/>Step 2 Identifying Teacher Needs<br/>Step 3 Stating Specific Professional Learning Goals<br/>Evaluating Your Professional Development Program<br/>Element 1 Teacher Reactions<br/>Element 2 Teacher Learning<br/>Element 3 Teacher Use of New Knowledge and Skills<br/>Element 4 Student Learning<br/>Excellent Evaluations Focus on Evidence, Not Proof<br/>ch. 5 Process: Selecting Specific Activities and Strategies<br/>Learning Designs<br/>Who Should Be Involved?<br/>Connecting Learning Goals With Specific Strategies<br/>Implementation<br/>Attend to the Change Process<br/>The Issue of Time<br/>The Issue of Cost<br/>ch. 6 Lesson Study<br/>A Cycle of Instructional Improvement<br/>The Lesson Study Philosophy<br/>Lesson Study Steps<br/>Step 1 Forming and Focusing the Group<br/>Contents note continued: Step 2 Collaboratively Planning the Research Lesson<br/>Step 3 Teaching and Observing the Research Lesson<br/>Step 4 Discussing the Research Lesson<br/>Step 5 Revising and Reteaching the Lesson<br/>Step 6 Discussing the Revised Lesson and Summarizing the Learning<br/>The Essential Elements of Lesson Study<br/>Adult Learning Context<br/>Content Knowledge Focus<br/>Student Learning Focus<br/>In-Person Observation<br/>Administrative Support and Participation<br/>Challenges to Engaging in Lesson Study: Misconceptions to Avoid<br/>ch. 7 Critical Friends<br/>The Origins of Critical Friends<br/>The Philosophy of CFGs<br/>Critical Friends Steps<br/>Forming the Group<br/>Meeting Preparation<br/>The Meeting<br/>Between Meetings<br/>The Essential Elements of Critical Friends<br/>Commitment From the Top<br/>Training and Resources<br/>Collaborative School Culture<br/>Focus on Instructional Practice<br/>Benefits of CFGs<br/>CFGs Foster a Culture of Community and Collaboration<br/>Contents note continued: CFGs Enhance Teacher Professionalism<br/>CFGs Influence Teacher Thinking and Practice<br/>ch. 8 School Rounds<br/>A Lesson From Medicine<br/>The Rationale for School Rounds<br/>The Steps in School Rounds<br/>Forming Rounds Groups<br/>Rounds Preparation<br/>The Rounds Lesson<br/>The Debriefing<br/>Post-Rounds Reflection<br/>Learning With Rounds<br/>ch. 9 Action Research<br/>A Hands-On Approach<br/>Why Choose Action Research?<br/>The Action Research Process<br/>Individuals or Groups?<br/>Selecting a Focus<br/>Creating a Plan<br/>Collecting Data<br/>Analyzing and Interpreting Data<br/>Taking Action<br/>Sharing What Has Been Learned<br/>Benefits of Action Research<br/>ch. 10 Mentoring<br/>The Power of Relationships<br/>Why Mentoring Matters<br/>Essential Steps in Building a Mentoring Program<br/>Step 1 Creating a Vision<br/>Step 2 Competencies and Responsibilities<br/>Step 3 A Structure for Mentoring<br/>Step 4 Finding the Time<br/>Contents note continued: Step 5 Mentor Selection Process<br/>Step 6 Determining Training Methods<br/>The Work of Mentoring<br/>The Beginning of the Year<br/>Disillusionment, Frustration, and Rejuvenation<br/>Reflecting and Planning<br/>The Role of the Principal<br/>Essential Elements<br/>ch. 11 Peer Coaching<br/>Harnessing Peer-to-Peer Wisdom<br/>The Rationale for Peer Coaching<br/>Essential Steps of the Peer Coaching Process<br/>Step 1 Get Things Started<br/>Step 2 Identify a Need and Specify an Outcome<br/>Step 3 Understand the Current Reality<br/>Step 4 Explore Assumptions<br/>Step 5 Create and Test Alternative Solutions<br/>Step 6 Monitor Progress<br/>ch. 12 Online Professional Development<br/>The Rationale for Online Professional Development<br/>A Framework for Implementing Online Professional Development<br/>Technology Considerations<br/>Addressing Online Professional Development Myths<br/>Contents note continued: Connect Learning Goals With Specific Online Options<br/>Determine When Teachers Will Participate<br/>Align Online Professional Development With On-Site Professional Learning<br/>Monitoring and Evaluating Online Professional Development<br/>Leading Online Professional Development Efforts<br/>ch. 13 Personal Learning Networks<br/>Going Global<br/>The Power of PLNs<br/>The Process of Creating and Cultivating PLNs<br/>Getting Started<br/>Step 1 Introduction to Digital Tools and Creating a Blog<br/>Step 2 Social Networking<br/>Step 3 Using an Aggregator<br/>Step 4 Podcasting and Media Sharing<br/>Step 5 Creating Online Slideshows<br/>Step 6 Microblogging<br/>Step 7 Reflecting<br/>Using Tools to Connect: Early PLN Formation<br/>Advanced PLN Formation: What Does It Look Like?<br/>The Challenges of PLNs<br/>ch. 14 The Challenges of Introducing New Forms of Teacher Professional Learning<br/>How Have Teachers Experienced Past Professional Development?<br/>Contents note continued: Are Teacher Needs and Preferences Being Considered?<br/>Are Teachers Treated With Respect?<br/>Are Teachers Being Asked to Collaborate, Think, and Innovate?<br/>Do School Leaders Make the New Strategies Easy to Implement?<br/>Are Professional Development Activities Linked to a Compelling Purpose?<br/>Breaking Down Barriers<br/>Involve Teachers in the Process<br/>Help Teachers Experience Early Success<br/>Support Teacher Efforts<br/>Attend to Context<br/>Keep the Focus on Student Learning<br/>ch. 15 A Call to Action<br/>References.<br/>Chapter 1. The need for change<br/>chapter 2. Effective teacher professional learning<br/>chapter 3. Context : building an atmosphere to support teacher learning<br/>chapter 4. Content : specifying the goals of professional learning activities<br/>chapter 5. Process : selecting specific activities and strategies<br/>chapter 6. Lesson study<br/>chapter 7. Critical friends<br/>chapter 8. School rounds<br/>chapter 9. Action research<br/>chapter 10. Mentoring<br/>chapter 11. Peer coaching<br/>chapter 12. Online professional development<br/>chapter 13. Personal learning networks<br/>chapter 14. The challenges of introducing new forms of teacher professional learning<br/>chapter 15. A call to action.<br/><br/>
520 ## - SUMMARY, ETC.
Summary, etc Commitment to high-quality professional learning is a common aspect of educational systems of the the world’s highest-achieving nations. Despite evidence that effective professional learning can be a powerful lever for school improvement, much of the professional development (PD) that is conducted in the United States has had limited impact on teacher practice...<br/><br/>In these pages, John Murray identifies research-based characteristics of effective teacher professional learning, detailing eight strategies for planning and executing professional development programs and evaluating their results. Content includes:<br/><br/>The proven “backward” approach to articulating the goals of your PD program<br/>Descriptions of innovative and effective designs for professional learning such as Lesson Study and Instructional Rounds <br/>Powerful approaches to designing and implementing online PD<br/><br/>https://in.sagepub.com/en-in/sas/designing-and-implementing-effective-professional-learning/book262334
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Teachers - In - service training
9 (RLIN) 381904
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Teachers - Professional relationships
9 (RLIN) 381905
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Professional learning communities
9 (RLIN) 381906
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education - Administration - General
9 (RLIN) 381907
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type Books
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Permanent location Current location Shelving location Date acquired Source of acquisition Cost, normal purchase price Item location Full call number Barcode Date last seen Cost, replacement price Koha item type
          Non-fiction Vikram Sarabhai Library Vikram Sarabhai Library General Stacks 11/07/2019 7 680.00 Slot 1222 (0 Floor, East Wing) 371.102 M8D3 199717 11/07/2019 850.00 Books

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