00990nam0-22003131--450-99000862881040332120080304145127.0000862881FED01000862881(Aleph)000862881FED0100086288120080304d1935----km-y0itay50------baitaITy-------001yy<<Un >>nuovo ms. De Iuris Notarum di Valerio ProboRiccardo OrestanoCortonaTip. Commerciale1935P. 187-19423 cmEstr. da: Bullettino dell'istituto di diritto romano, v. 2, n.s<<Un >>nuovo manoscritto de iuris notarum di Valerio340.511 rid.itaOrestano,Riccardo68363ITUNINARICAUNIMARCBK990008628810403321BIBL. SOLAZZI BUSTA 3 (9), 2264318FGBCFGBCNuovo ms. De Iuris Notarum di Valerio Probo714054UNINA03893nam 2200625 450 991081168360332120230721042502.01-4522-9380-51-4522-9720-7(CKB)3710000000456704(EBL)1652045(OCoLC)922907815(SSID)ssj0001530894(PQKBManifestationID)12649167(PQKBTitleCode)TC0001530894(PQKBWorkID)11530964(PQKB)10448360(MiAaPQ)EBC1994090(MiAaPQ)EBC5396889(EXLCZ)99371000000045670420070406h20082008 uy| 0engur|n|---|||||txtccrLeading the teacher induction and mentoring program /Barry W. SweenySecond edition.Thousand Oaks, California :Corwin Press ;[Reston, Virginia] :National Association of Secondary School Prinicipals,[2008]©20081 online resource (296 p.)"A Joint Publication National Association of Secondary School Prinicipals."1-4129-4461-9 1-4129-4460-0 Includes bibliographical references and index.""Cover""; ""Contents""; ""List of Figures""; ""Preface""; ""Acknowledgments""; ""About the Author""; ""Introduction""; ""Mentoring Questions Leaders Want Answered""; ""Defining Mentoring, Induction, and Peer Coaching""; ""The Increasing Importance of Mentoring and Induction""; ""The Compelling Rationale for Mentoring and Induction""; ""Chapter 1 - Getting off to the Right Start""; ""Differences Make All the Difference""; ""Critical Distinctions""; ""Effective at What? Treat Individuals Individually""; ""What Recent Research Says Happens in Mentoring""""Using a Model of Teacher Development to Guide Program and Practice""""The Concerns-Based Adoption Model (CBAM)""; ""The Concept for Each CBAM Stage of Concern""; ""Assessing and Using Data on New Teacher Needs""; ""The Needs Assessment Process""; ""Three Concepts Essential for Program Success""; ""The Big Picture: The High Impact Program Components""; ""Are all of These Program Pieces Really Needed?""; ""Chapter 2 - The Program Design Process""; ""Design from the Destination""; ""Start with the Students""; ""Defining the Kind of Teaching Needed to Increase Student Success""""Defining the Kind of Mentoring Needed for Teacher and Student Success""""Defining a Training to Increase Mentor, Teacher, and Student Success""; ""Leadership and Program Structures to Increase Mentor, Teacher, and Student Success""; ""The Sequence for Creating a Successful Program""; ""The First Step: Establish a Program Leadership Group""; ""The Next Step: Identify a Program Coordinator""; ""Roles of the Program Coordinator""; ""Deciding the Sequence for Implementing Program Components""; ""Approaches to Implementing the Program""; ""What if You Already Have a Program Started?""""Working Toward the Ideal Induction Program Model""Use these step-by-step strategies to develop and implement a proven program that links to districtwide goals and results in highly qualified teachers and increased student achievement.Teacher orientationUnited StatesMentoring in educationUnited StatesFirst year teachersSupervision ofUnited StatesTeacher orientationMentoring in educationFirst year teachersSupervision of371.102Sweeny Barry W.1708579MiAaPQMiAaPQMiAaPQBOOK9910811683603321Leading the teacher induction and mentoring program4097702UNINA