00841nam0-22002771i-450-99000795353040332120100225154601.0000795353FED01000795353(Aleph)000795353FED0100079535320041119d1961----km-y0itay50------baengUSy-------001yyBenedetto Croce philosopher of art and literary criticby Gian N.G. OrsiniCarbondaleIllinois University Press1961X,379 p.1 ritr23 cmOrsini,Gian Napoleone Giordano<1903- >164844ITUNINARICAUNIMARCBK990007953530403321XI C O 107159DFDDFDBenedetto Croce philosopher of art and literary critic747218UNINA00952nam a2200253 i 450099100260419970753620020508203018.0980914s1995 it ||| | ita 881717050Xb11034038-39ule_instPARLA165777ExLDip.to Scienze dell'AntichitàitaLa Penna, Antonio154277Dialogo di Orazio e Voltaire :e altri dialoghi teatrali oraziani /Antonio La PennaMilano :Rizzoli,1995194 p. ;18 cm.Biblioteca Universale Rizzoli ;L1050Orazio Flacco, Quinto.b1103403823-02-1728-06-02991002604199707536LE007 870.1 Horatius LAP 01.50112015000020901le007-E0.00-l- 00000.i1115559028-06-02Dialogo di Orazio e Voltaire862282UNISALENTOle00701-01-98ma -itait 0104824nam 2200805Ia 450 991096321840332120200520144314.09786610931231978141661582814166158229781416601180141660118X978087120767808712076729781280931239128093123X9780871209252087120925X(CKB)2550000000038214(EBL)3002045(SSID)ssj0000366556(PQKBManifestationID)12088502(PQKBTitleCode)TC0000366556(PQKBWorkID)10415961(PQKB)10753683(SSID)ssj0000284703(PQKBManifestationID)11231276(PQKBTitleCode)TC0000284703(PQKBWorkID)10261727(PQKB)11032208(MiAaPQ)EBC3002045(MiAaPQ)EBC280406(MiAaPQ)EBC4948025(Au-PeEL)EBL3002045(CaPaEBR)ebr10044783(OCoLC)54360227(Au-PeEL)EBL4948025(CaONFJC)MIL93123(Perlego)3292478(EXLCZ)99255000000003821420031217d2000 my 0engur|n|---|||||txtccrTeacher evaluation to enhance professional practice /Charlotte Danielson, Thomas L. McGreal1st ed.Alexandria, Va. Association for Supervision & Curriculum Development20001 online resource (167 p.)Description based upon print version of record.9780871203809 0871203804 ""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""List of Figures ""; ""Prologue: A Tale of Two People""; ""Chapter 1: A Flawed System""; ""Chapter 2: The Once and Present Context for Teacher Evaluation: Important Lessons""; ""Chapter 3: A Blueprint for Teacher Evaluation""; ""Chapter 4: The Evaluative Criteria, or the “Whatâ€?""; ""Chapter 5: Sources of Information""; ""Chapter 6: Evaluation Procedures, or the “Howâ€?""; ""Chapter 7: The Design Process""; ""Preamble to Chapters 8â€?10: The Structural Framework for Designing the Evaluation System""""Chapter 8: Track Iâ€?The Beginning Teacher Program""""Chapter 9: Track IIâ€?The Professional Development Track""; ""Chapter 10: Track IIIâ€?The Teacher Assistance Track""; ""Epilogue""; ""Appendixes: Evaluation Case Studies""; ""Appendix A: Addison, Illinois, Public Schools""; ""Appendix B: Newport News, Virginia, Public Schools""; ""References""; ""Index""; ""About the Authors""; ""Related ASCD Resources""; ""About ASCD""; ""Search this Book""Teacher evaluation--a term that brings fear, anticipation, stress, anxiety, or even boredom to the hearts of teachers and administrators everywhere. How can we reinvent teacher evaluation so that it really makes a difference--so that everyone in school benefits from it, so that teachers and administrators learn from it, so that students succeed as a result of it? The bad news is that many schools and districts seem to be stuck in old ruts, involving The Observation, The Behavior Checklist, and The Conference. The good news is that many districts have paved the way for teacher evaluation to actually become professional development, by using a three-track evaluation system:* Track I, for beginning teachers, promotes growth and new learning through mentoring, frequent observations, and support systems.* Track II, for tenured teachers--that is, most teachers in the system--promotes professional learning experiences through self-assessment, goal setting, data collection, formative evaluations, study groups, action plans, and evaluation in which teachers play an active role.* Track III, for tenured teachers needing assistance, focuses on remediating difficulties and recommending further action.More good news: Through concrete examples, useful forms, and assessment tools, this book provides a clear roadmap to effective teacher evaluation systems that combine quality assurance with professional development for all teachers.TeachersRating ofUnited StatesTeachingUnited StatesEvaluationTeachersRating ofTeachingEvaluation.371.14/4Danielson Charlotte1605160McGreal Thomas L1814771MiAaPQMiAaPQMiAaPQBOOK9910963218403321Teacher evaluation to enhance professional practice4368865UNINA