LEADER 01119nam--2200337---450 001 990002008520203316 005 20200818072628.0 035 $a000200852 035 $aUSA01000200852 035 $a(ALEPH)000200852USA01 035 $a000200852 100 $a20040914d1907----km-y0itay0103----ba 101 0 $ager 102 $aNL 105 $a||||||||001yy 200 1 $aLautlehre der sudsardischen Mundarten$emit besonderer Berücksichtigung der um den Gennargentu Gesprochenen Varietäten$fMax Leopold Wagner 210 $aHalle$cNiemeyer$d1907 215 $aXI, 87 p., [11] c. di tav. ripieg.$d24 cm 225 2 $aBeihefte zur Zeitschrift für romanische Philologie 410 0$12001$aBeihefte zur Zeitschrift für romanische Philologie 454 1$12001 461 1$1001-------$12001 606 0 $aLingua sarda$xFonetica 700 1$aWAGNER,$bMax Leopold$047505 801 0$aIT$bsalbc$gISBD 912 $a990002008520203316 951 $aVI.1.B. 68 (V Fil. R. B 115)$b469 L.M.$cV Fil. R. B 959 $aBK 969 $aUMA 996 $aLautlehre der sudsardischen Mundarten$91046530 997 $aUNISA LEADER 00681nam0-2200253 --450 001 9910635598503321 005 20230111105821.0 010 $a0691042969 100 $a20230111d1991----kmuy0itay5050 ba 101 0 $aeng 102 $aUS 105 $a 001yy 200 1 $aSchumpeter$eA Biography$fRichard Swedberg 210 $aPrinceton, NJ$cPrinceton University Press$d©1991 215 $aVII, 293 p.$d24 cm 676 $a330.092$v23$zita 700 1$aSwedberg,$bRichard$0121427 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910635598503321 952 $aXF F1 64$b18199*$fFGBC 959 $aFGBC 996 $aSchumpeter$92997615 997 $aUNINA LEADER 05234oam 2200589 450 001 9910817484903321 005 20190911103511.0 010 $a1-4522-8424-5 010 $a1-4522-7989-6 010 $a1-4833-8779-8 035 $a(OCoLC)881281554 035 $a(MiFhGG)GVRL8TPT 035 $a(EXLCZ)993710000000333614 100 $a20120614h20122012 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aInstructional coaches and the instructional leadership team $ea guide for school-building improvement /$fDean T. Spaulding, Gail Smith 210 $aThousand Oaks, Calif. $cCorwin$dc2012 210 1$aThousand Oaks, California :$cCorwin,$d[2012] 210 4$d?2012 215 $a1 online resource (xviii, 140 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a1-4522-2638-5 320 $aIncludes bibliographical references and index. 327 $aCOVER; INSTRUCTIONAL COACHES AND THE INSTRUCTIONAL LEADERSHIP TEAM; CONTENTS; PREFACE; What is an Instructional coach?; Using an Instructional Leadership Team Approach; Our Research With Instructional Coaches; Chapter Overviews; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS; CHAPTER 1: "I'M SO GLAD YOU'RE HERE!" THE FIRST DAY AS AN INSTRUCTIONAL COACH; What Is an Instructional Coach (IC)?; The Instructional Coach-The Early Explorer; Step One: Establish an Instructional Leadership Team (ILT); Step Two: Establish a Job Description for the IC 327 $aStep Three: Establish the Role and Responsibilities for the ICStep Four: Develop an Action Plan for the IC; Summary; Self-Study Activity #1; CHAPTER 2: THE INSTRUCTIONAL COACH AND THE INSTRUCTIONAL LEADERSHIP TEAM: A UNIQUE APPROACH; The Priorities of a School Leader; Priority Two and Strong Instructional Leadership (SIL); The Instructional Leadership Team (ILT); An Equal and Shared Voice; Basic Steps for the ILT; Step 1 and Step 2: Analyze Data and Identify Instructional Areas in Need of Improvement; Step Three: Conduct a Review of the Literature 327 $aStep Four: Determine Evidence-Based Practices and Develop a Professional Development PlanStep Five: Work With Teachers; Step Six: Reexamine Data, Examine New Data, and Reflect on Practice; Summary; Self-Study Activity #2; CHAPTER 3: REFOCUS AND START AGAIN! THE INSTRUCTIONAL LEADERSHIP TEAM SUPPORTING THE INSTRUCTIONAL COACH; How the IC Carries Out the ILT's Plan; Selection and Implementation of a New Curriculum; IC Providing Professional Development (PD) and Technical Assistance; Feedback for the ILT; Professional Development for the IC; Using Data to Support the ILT and IC 327 $aThe "Why Is That?" Analysis TechniqueWays the Principal Can Support the IC; How to Work With the Principal; Dos and Don'ts for the Principal/IC Meeting; Summary; Self-Study Activity #3; CHAPTER 4: THE DAY-TO-DAY WORK OF THE INSTRUCTIONAL COACH; Getting Started; Basic Ways to Work With Teachers; Working With Teachers in Their Classrooms; Summary; Self-Study Activity #4; CHAPTER 5: AN IDEA FOR THE DAY: STRATEGIES AND IDEAS TO ENCOURAGE ENGAGEMENT BETWEEN TEACHERS AND THE ILT; Summary; Self-Study Activity #5 327 $aCHAPTER 6: ASSESSING INDIVIDUAL AND GROUP STRENGTHS: STRATEGIES FOR WORKING WITH THE RESISTANT TEACHERWho Is the Resistant Teacher?; The IC and Private Investigator; Search and Rescue: Thirteen Strategies for Mining for Gold; Summary; Self-Study Activity #6; CHAPTER 7: CHANGING TEACHER PRACTICES THROUGH CLASSROOM FIELD- TESTING: THE ILT'S ROLE; Classroom Field-Testing: A Possible Open Door?; Professional Development Activity; How the Instructional Leadership Team Can Support Action Research; Presenting Classroom Field-Testing Projects; Summary; Self-Study Activity #7 327 $aCHAPTER 8: THE ILT'S ROLE IN CHANGING TEACHER PRACTICES BUILDINGWIDE 330 8 $aFor instructional coaches, no two days are ever the same. This unique companion melds theory and practice to show how coaches can seamlessly integrate themselves into the fabric of the school and help teachers improve their practice from day one. Dean Spaulding and Gail Smith address common challenges of coaches and instructional leadership teams. Journal entries based on the real-life experiences give an inside look at the day-to-day work of an instructional coach and the power of coaching to improve teacher effectiveness. 606 $aSchool supervision$zUnited States$vHandbooks, manuals, etc 606 $aEducational leadership$zUnited States$vHandbooks, manuals, etc 606 $aSchool management and organization$zUnited States 606 $aSchool improvement programs$zUnited States 615 0$aSchool supervision 615 0$aEducational leadership 615 0$aSchool management and organization 615 0$aSchool improvement programs 676 $a371.203 700 $aSpaulding$b Dean T$01715761 702 $aSmith$b Gail 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910817484903321 996 $aInstructional coaches and the instructional leadership team$94127265 997 $aUNINA