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010   $a1-299-24202-2
010   $a1-118-53921-4
010   $a1-118-53932-X
035   $a(OCoLC)826017784
035   $a(MiFhGG)GVRL8FHU
035   $a(EXLCZ)992670000000336833
100   $a20130107d2013      uy             0
101 0 $aeng
135   $aurun|---uuuua
181   $ctxt
182   $cc
183   $acr
200 14$aThe transparent teacher $etaking charge of your instruction with peer-collected classroom data /$fTrent E. Kaufman, Emily Dolci Grimm ; foreword by Sarah Brown Wessling, 2010 National Teacher of the Year
205   $a1st ed.
210   $aSan Francisco $cWiley$d2013
210  1$aSan Francisco :$cJossey-Bass,$d2013.
215   $a1 online resource (xii, 162 pages) $cillustrations
225 1 $aJossey-Bass teacher
225 0 $aGale eBooks
225  0$aJossey-Bass teacher
300   $aDescription based upon print version of record.
311   $a1-118-48717-6 
320   $aIncludes bibliographical references and index.
327   $apt. 1. Preparing -- pt. 2. Implementing -- pt. 3. Sustaining.
330   $aA new paradigm for teachers to open their classrooms and cultivate deep professional learning Teaching is an isolating profession. Most educators receive minimal feedback on their craft, typically limited to one or two short visits from the administrator each year. While some schools do encourage their teachers to observe peers, the usual protocol is for new teachers to watch the veteran, exemplary educators, but those less experienced educators could benefit immensely from having peers observe them in action.  Teacher-Driven Observation is unique in that it places the observed t
410  0$aJossey-Bass teacher.
606   $aObservation (Educational method)
606   $aTeachers$xTraining of
606   $aProfessional learning communities
615  0$aObservation (Educational method)
615  0$aTeachers$xTraining of.
615  0$aProfessional learning communities.
676   $a371.102
700   $aKaufman$b Trent E$01504487
702   $aGrimm$b Emily Dolci
801  0$bMiFhGG
801  1$bMiFhGG
906   $aBOOK
912   $a9910786260403321
996   $aThe transparent teacher$93733540
997   $aUNINA