00915cam a2200241 a 450099100271847970753620070510103406.0050825s2006 dcua b 001 0 eng 9781574888843b1356951x-39ule_instDip.to Studi Storiciita327.73009041Holmes, James R.198356Theodore Roosevelt and world order :police power in international relations /James R. HolmesWashington, D.C. :Potomac books,2007327 p. :ill. ;24 cmRoosevelt, Theodore.b1356951x28-01-1427-07-07991002718479707536LE023 973 HOL 1 1 12023000096871le023-E22.00-l- 03030.i1452907527-07-07Theodore Roosevelt and world order1219054UNISALENTOle02327-07-07ma -engdcu0005064oam 2200565 450 991081613580332120190911103511.01-4522-8388-51-4522-6977-71-4833-8766-6(OCoLC)875679660(MiFhGG)GVRL8TTG(EXLCZ)99371000000033365520120124h20122012 uy 0engurun|---uuuuatxtccrTeaching matters most a school leader's guide to improving classroom instruction /Thomas M. McCann, Alan C. Jones, Gail A. Aronoff ; foreword by Deborah MeierThousand Oaks, Calif. Corwin/Learning Forwardc2012Thousand Oaks, California :Corwin,[2012]�20121 online resource (xx, 181 pages) illustrationsGale eBooksDescription based upon print version of record.1-4522-0510-8 Includes bibliographical references and index.Teaching Matters Most--Front Cover; Teaching Matters Most; Contents; Foreword; Preface: Lessons Learned From Experience; A "NEW" TAKE IN SCHOOL IMPROVEMENT; CENTRAL THEME; ORGANIZATION OF THE BOOK; WHAT MAKES THIS BOOK DISTINCTIVE; Acknowledgments; About the Authors; 1. What are common practices in schools?; WHAT WE FOUND IN CLASSROOMS; TRUTHS HIDDEN IN PLAIN VIEW; TRANSFORMING ACCOUNTABILITY; NEW DIRECTION; ARE THERE "BEST PRACTICES" IN TEACHING?; BRINGING BEST PRACTICES TO SCALE; ARE SOME PRACTICES BETTER THAN OTHERS?; THE POVERTY OF PRESCRIBING BEST PRACTICES; SUMMARYQUESTIONS FOR DISCUSSION AND REFLECTIONACTION STEPS FOR GETTING STARTED; 2. What distinguishes quality teaching?; THREE CLASSROOMS, THREE PRACTITIONERS; A SIMPLE TRUTH HIDDEN IN PLAIN VIEW; High-Quality Teaching and Satisfactory Teaching; DISJOINTED TEACHING; WHY TEACHERS ARE FRUSTRATED; WHAT IS QUALITY TEACHING?; OBSERVING HIGH-QUALITY TEACHING; 1. Are the observed teaching behaviors appropriate for the objectives and the types of students in the classroom?; 2. How did the teacher demonstrate to assist students with understanding and applying knowledge?3. How did the teacher demonstrate clarity of instruction?4. How did the teacher demonstrate knowledge of subject matter?; 5. How did the teacher create a caring classroom?; INSTRUCTIONAL SYSTEMS; THE ROAD LESS TRAVELED; SUMMARY; QUESTIONS FOR DISCUSSION AND REFLECTION; ACTION STEPS FOR GETTING STARTED; 3. How do we learn about the quality of our teaching?; HOW TO MAKE THE CASE FOR AN EMPHASIS ON TEACHER QUALITY; THREE LEADERSHIP REQUIREMENTS; DEFINING QUALITY TEACHING; HOW TO ENGAGE SCHOOL PERSONNEL IN DEVISING A VISION OF QUALITY INSTRUCTION; SOME RUDIMENTS OF QUALITY TEACHINGTHE IMPORTANCE OF CURRICULUM COHERENCELEARNING FROM STUDENTS; What Students Say They Want in Their Classes; THE CURRENT STATE OF TEACHING IN YOUR SCHOOL; HOW TO EVALUATE THE QUALITY OF TEACHING IN YOUR SCHOOL; SUMMARY; QUESTIONS FOR DISCUSSION AND REFLECTION; ACTION STEPS FOR ASSESSING THE STATE OF TEACHING; 4. What should induction and mentoring look like?; BASIC COMPONENTS OF A TEACHER MENTOR PROGRAM; FACING CRITICAL JUNCTURES TOGETHER; Learning From Good Experienced Teachers; The Power of Collaboration; Mentoring as a Team Effort; PLANNING FOR NEW TEACHERS' SUCCESS; SUMMARYQUESTIONS FOR DISCUSSION AND REFLECTIONACTION STEPS FOR INDUCTION AND MENTORING; 5. What should professional development look like?; WHAT WE KNOW ABOUT PROFESSIONAL DEVELOPMENT; THE DISREGARDED TRUTHS OF PROFESSIONALDEVELOPMENT; Two Architectures of Learning; THE COMPONENTS OF A PROFESSIONAL LEARNING CULTURE; Instructional Worldview; Method of Inquiry; Organizational Capacity; Training Regimes; The Process of Adult Learning; BUILDING BLOCKS OF PROFESSIONAL LEARNING; Trust; Direction; Documentation; Reflection; LEADING PROFESSIONAL LEARNING COMMUNITIES; SUMMARYQUESTIONS FOR DISCUSSION AND REFLECTIONSaying 'teaching matters most' is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy - in fact, it's messy. If we want to change how students write, compute, and think, then teachers must change how they teach. They must transform the old 'assign-and-assess' model into engaging, compassionate, coherent, and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives, and interruptions.TeachersIn-service trainingSchool improvement programsTeachersIn-service training.School improvement programs.370.711McCann Thomas M1174401Jones Alan C.Aronoff Gail A.Meier DeborahMiFhGGMiFhGGBOOK9910816135803321Teaching matters most4127625UNINA