Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Instructional coaches and the instructional leadership team [[electronic resource] ] : a guide for school-building improvement / / Dean T. Spaulding, Gail Smith
| Instructional coaches and the instructional leadership team [[electronic resource] ] : a guide for school-building improvement / / Dean T. Spaulding, Gail Smith |
| Autore | Spaulding Dean T |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2012 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina | 371.203 |
| Altri autori (Persone) | SmithGail (Gail M.) |
| Soggetto topico |
School supervision - United States
Educational leadership - United States School management and organization - United States School improvement programs - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-8424-5
1-4522-7989-6 1-4833-8779-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
COVER; 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
Step 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 Step 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 The "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 CHAPTER 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 CHAPTER 8: THE ILT'S ROLE IN CHANGING TEACHER PRACTICES BUILDINGWIDE |
| Record Nr. | UNINA-9910480217703321 |
Spaulding Dean T
|
||
| Thousand Oaks, Calif., : Corwin, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Instructional coaches and the instructional leadership team : a guide for school-building improvement / / Dean T. Spaulding, Gail Smith
| Instructional coaches and the instructional leadership team : a guide for school-building improvement / / Dean T. Spaulding, Gail Smith |
| Autore | Spaulding Dean T |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2012 |
| Descrizione fisica | 1 online resource (xviii, 140 pages) : illustrations |
| Disciplina | 371.203 |
| Collana | Gale eBooks |
| Soggetto topico |
School supervision - United States
Educational leadership - United States School management and organization - United States School improvement programs - United States |
| ISBN |
1-4522-8424-5
1-4522-7989-6 1-4833-8779-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
COVER; 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
Step 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 Step 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 The "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 CHAPTER 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 CHAPTER 8: THE ILT'S ROLE IN CHANGING TEACHER PRACTICES BUILDINGWIDE |
| Record Nr. | UNINA-9910787390403321 |
|
Spaulding Dean T
|
||
| Thousand Oaks, Calif., : Corwin, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Instructional coaches and the instructional leadership team : a guide for school-building improvement / / Dean T. Spaulding, Gail Smith
| Instructional coaches and the instructional leadership team : a guide for school-building improvement / / Dean T. Spaulding, Gail Smith |
| Autore | Spaulding Dean T |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2012 |
| Descrizione fisica | 1 online resource (xviii, 140 pages) : illustrations |
| Disciplina | 371.203 |
| Collana | Gale eBooks |
| Soggetto topico |
School supervision - United States
Educational leadership - United States School management and organization - United States School improvement programs - United States |
| ISBN |
1-4522-8424-5
1-4522-7989-6 1-4833-8779-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
COVER; 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
Step 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 Step 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 The "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 CHAPTER 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 CHAPTER 8: THE ILT'S ROLE IN CHANGING TEACHER PRACTICES BUILDINGWIDE |
| Record Nr. | UNINA-9910817484903321 |
|
Spaulding Dean T
|
||
| Thousand Oaks, Calif., : Corwin, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Program evaluation in practice : core concepts and examples for discussion and analysis / / Dean T. Spaulding
| Program evaluation in practice : core concepts and examples for discussion and analysis / / Dean T. Spaulding |
| Autore | Spaulding Dean T |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | San Francisco : , : Jossey-Bass, , [2014] |
| Descrizione fisica | 1 online resource (xxiii, 198 pages) : illustrations |
| Disciplina | 379.1/58 |
| Collana | Research methods for the social sciences. |
| Soggetto topico |
Educational evaluation
School improvement programs - Evaluation |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-45021-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | part one. Introduction -- part two. Case studies. |
| Record Nr. | UNINA-9910464218403321 |
|
Spaulding Dean T
|
||
| San Francisco : , : Jossey-Bass, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Program Evaluation in Practice : Core Concepts and Examples for Discussion and Analysis
| Program Evaluation in Practice : Core Concepts and Examples for Discussion and Analysis |
| Autore | Spaulding Dean T |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Somerset : , : John Wiley & Sons, Incorporated, , 2013 |
| Descrizione fisica | 1 online resource (226 pages) |
| Disciplina | 379.1/58 |
| Collana | Research Methods for the Social Sciences Ser. |
| Soggetto topico |
Educational evaluation
School improvement programs -- Evaluation |
| Soggetto genere / forma | Electronic books. |
| ISBN |
9781118450215
9781118345825 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis -- Contents -- List of Tables, Figures, Exhibits, and Boxes -- Preface -- Acknowledgments -- The Author -- Part One: Introduction -- Chapter One: Foundations of Program Evaluation -- What is Program Evaluation? -- Internal and External Evaluators -- How to Use This Book -- The Evaluation Objective -- Designing and Developing an Evaluation Matrix -- Data Collection -- Triangulation of Data -- Writing the Evaluation Report -- Dissemination and Use of Evaluation Findings -- Summary -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Two: Ethics in Program Evaluation and an Overview of Evaluation Approaches -- Ethics in Program Evaluation -- What is an Evaluation Approach? -- Objectives-Based Approach -- Decision-Based Approach -- Participatory Approach -- Consumer-Oriented Approach -- Expertise-Oriented Approach -- Eclectic Approach -- Summary -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Three: In-Depth Look at the Objectives-Based Approach to Evaluation -- Objectives-Based Approach -- How to Use Evaluation Objectives -- Summary -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Part Two: Case Studies -- Chapter Four: Improving Student Performance in Mathematics Through Inquiry-Based Instruction -- The Evaluator -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Five: Evaluation of a Community-Based Mentor Program -- The Evaluator -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities.
Suggested Reading -- Chapter Six: Teacher Candidates Integrating Technology into Their Student Teaching Experience -- The Evaluators -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Seven: Evaluation of a Professional Development Technology Project in a Low-Performing School District -- The Evaluator -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Eight: Expansion of a High School Science Program -- The Evaluators -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Nine: Evaluation of a Proven Practice for Reading Achievement -- The Evaluators -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Ten: Project Plan for Evaluation of a Statewide After-School Initiative -- The Evaluator -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Eleven: Evaluation of a Training Program in Mathematics for Teachers -- The Evaluators -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Twelve: An Evaluator-in-Training's Work on a School Advocacy Program -- The Evaluator -- The Program -- The Evaluation Plan. Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Thirteen: Evaluation of a School Improvement Grant to Increase Parent Involvement -- The Evaluators -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- Chapter Fourteen: Evaluating the Impact of a New Teacher Training Program -- The Evaluators -- The Program -- The Evaluation Plan -- Summary of Evaluation Activities and Findings -- Final Thoughts -- Key Concepts -- Discussion Questions -- Class Activities -- Suggested Reading -- References -- Index. |
| Record Nr. | UNINA-9910795978803321 |
|
Spaulding Dean T
|
||
| Somerset : , : John Wiley & Sons, Incorporated, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||