04902nam 2200625 450 991079731380332120230617012846.01-4833-6271-X(CKB)3710000000456243(EBL)1655828(OCoLC)923707513(SSID)ssj0001531176(PQKBManifestationID)12652482(PQKBTitleCode)TC0001531176(PQKBWorkID)11533133(PQKB)10677361(MiAaPQ)EBC1994233(EXLCZ)99371000000045624320150820h20042004 uy 0engur|n|---|||||txtccrThe principal as professional development leader /Phyllis H. Lindstrom and Marsha SpeckThousand Oaks, California :Corwin Press,2004.©20041 online resource (177 p.)Description based upon print version of record.0-7619-3907-5 Includes bibliographical references and index.""Cover""; ""Contents""; ""Foreword""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Chapter 1 - What it Means to be a Professional Development Leader""; ""Principalâ€?s Scenario""; ""Introduction""; ""Shared Leadership""; ""Redefining the Meaning of Professional Development""; ""Importance of High-Quality Professional Development""; ""High-Quality Professional Development Components""; ""Focused Questions for the Principal as Professional Development Leader""; ""Roles as Professional Development Leader""; ""Key Points of Chapter 1""""Chapter 2 - The Principal as Builder: Building the Capacity of the Professional Learning Community""""Principalâ€?s Scenario""; ""National Legislation and District and State Standards""; ""Dealing with Mandates and Expectations""; ""Current Goals and Context for Change""; ""Tools for Understanding Standards and Goals""; ""Collecting and Using Data""; ""Linking Teacher Knowledge, Professional Development, and Student Growth""; ""Current Research""; ""Engaging in Inquiry""; ""Learner-Centered as Collaborative Practice""; ""Learning Style""; ""Teacher Expertise""; ""Key Points of Chapter 2""""Chapter 3 - The Principal as Designer: Developing Focus, Plans, and Resources""""Principalâ€?s Scenario""; ""Vision and Beliefs of the Learning Community""; ""Shared Leadership""; ""Professional Development Impact and Use""; ""Inside Knowledge (Job-Embedded) Models and Tools""; ""Outside Knowledge Models and Tools""; ""Pedagogy and Content Knowledge""; ""Key Points of Chapter 3""; ""Chapter 4 - The Principal as Implementer: Taking Action""; ""Principalâ€?s Scenario""; ""Conditions for Taking Professional Development Action""; ""Collaborative Environment""; ""Shared Leadership""; ""Time""""Resources for Support: Outside & inside""""Strategies and Tools: Building Capacity and Supporting the Work""; ""Planning to Keep Professional Development Focus: Using the Matrix of Action""; ""Key Points of Chapter 4""; ""Chapter 5 - The Principal as Reflective Leader: Evaluating Results""; ""Principalâ€?s Scenario""; ""Reflection in and on Action: Evaluation""; ""Results-Oriented Evaluation""; ""Evaluation Focus: Improving Student Learning""; ""Elements of Evaluation Plan""; ""The Professional Development Evaluation Plan""; ""Assessing Progress Using the Professional Development Rubric""""Embedded-Data Examination in Ongoing Professional Development Planning""""Word of Caution on Evaluation and Documentation""; ""Reflection Informs Practice and Raises Focus on Student Achievement""; ""The Principalâ€?s Own Professional Development""; ""Key Points of Chapter 5""; ""Chapter 6 - The Principal as Change Agent: The Challenge for the Future""; ""Principalâ€?s Scenario""; ""Lessons Learned for Leadership""; ""Influence the Quality of Teaching and Learning: Leadership Matters""; ""Make Professional Development an Integrated Part of the Overall School Plan""""The Challenge: Implement High-Quality Professional Development Components into School Practice""School principalsUnited StatesSchool personnel managementUnited StatesTeachersIn-service trainingUnited StatesSchool improvement programsUnited StatesSchool principalsSchool personnel managementTeachersIn-service trainingSchool improvement programs371.2012Lindstrom Phyllis H.1578026Speck MarshaMiAaPQMiAaPQMiAaPQBOOK9910797313803321The principal as professional development leader3857099UNINA02980nam 22005533 450 991040984430332120231110233930.0(CKB)4100000011317004(MiAaPQ)EBC6734040(Au-PeEL)EBL6734040(OCoLC)1259033926(oapen)https://directory.doabooks.org/handle/20.500.12854/26841(PPN)24365345X(FR-PaCSA)88882049(EXLCZ)99410000001131700420220207d2020 uy 0freurcnu||||||||txtrdacontentcrdamediacrrdacarrierLa Transition Numérique Dans la Recherche et l'enseignement Supérieur à L'horizon 2040éditions Quae2020Versailles :Quae,2020.©2021.1 online resource (149 pages)Matière à débattre et Décider 2-7592-3152-6 2-7592-3153-4 Plateformes, réseaux sociaux, ressources en ligne, simulations, apprentissage à distance, données d’apprentissage, données massives, intelligence artificielle… la transition numérique bouleverse l’enseignement supérieur et la recherche publics. Elle modifie les contenus, les outils et méthodes pédagogiques, ainsi que le rôle des enseignants et des apprenants. Elle remodèle la recherche, ses pratiques, ses métiers et son écosystème. Pour anticiper les changements induits par la transition numérique à l’horizon 2040, INRAE et Agreenium ont commandité cette prospective. S’appuyant sur un groupe d’experts et sur une synthèse des tendances actuelles dans les sciences agronomiques, de l’environnement, de l’alimentation et vétérinaires, elle a abouti à la construction de quatre scénarios dont les enseignements sont pertinents bien au-delà de ces domaines scientifiques pour les chercheurs, enseignants, décideurs et prospectivistes. Ces scénarios éclairent les enjeux des évolutions de l’apprentissage, du partage des savoirs et des transformations des pratiques scientifiques. Ils ouvrent de nouvelles perspectives sur les relations entre la science et la société, et sur le rôle de la recherche publique face aux géants du numérique.Matière à débattre et Décider Research & information: generalbicssceconomyteachingenvironmentpublic policyresearchsociologyResearch & information: generalBarzman Marco1075819Gerphagnon Mélanie1075820Mora Olivier1075766MiAaPQMiAaPQMiAaPQBOOK9910409844303321La Transition Numérique Dans la Recherche et l'enseignement Supérieur à L'horizon 20402585643UNINA