Praise for Second Edition: "This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers." -Karen Harvey, Induction Program Coordinator Santa Clarita Valley Beginning Teacher Support and Assessment (BTSA) Praise for First Edition: "Offers practitioners and preservice teachers the opportunity to individualize their professional development on the use of reflective thinking to best meet their needs." -Judy Nixon, Teacher Education Fort Hays State University Create meaningful, fulfilling, and successful professional development training for your teachers! This expanded version of the original bestseller integrates the latest research and technology with tried-and-true methods for boosting practitioners' reflective thinking skills. The tasks and tools provided have been specifically designed for facilitators of pre-service and inservice teacher education, training, and development-giving them a timesaving blueprint on how to shape their adult learners into analytical and critical thinkers. Attuned to the challenges surrounding teacher training, this easy-to-use guide outlines straightforward activities and concrete assessments that serve as constructive benchmarks for facilitators and teachers alike. It delivers 50 practical strategies for helping educators move through the levels of reflective thinking-from teacher roles, styles, attributes, and observations through such far-reaching concerns as the moral and ethical considerations of teaching. New to this second edition are strategies to: Strengthen electronic portfolios with reflective writing Optimize video as a self-assessment tool Access relevant resources on the Internet Tap into online peer mentoring Encourage reflection through learning communities These field-tested methods will empower teachers with the knowledge, motivation, and self-assurance to become reflective educators, giving them the key to a more meaningful, fulfilling, and successful career, teaching all of our children to succeed.
`A fine blend of analysis and highly practical advice. Useful for anyone interested in the professional development of teachers as a collaborative learning process' - Stephen Brookfield, Professor University of St Thomas, St Paul, Minnesota This book is a description of the conditions necessary for `doing' reflective practice. The authors give clear lines for starting - whether in a schoolwide effort, or in a single department or year.
A Practical Guide for School Principals and Supervisors
Updated Edition of Bestseller! "How to Handle Staff Misconduct has simplified the process with its step-by-step format and has removed a lot of the emotions that have previously gone into addressing staff misconduct issues. I've had occasions to put the steps into play and have found them to be logical and straightforward." Anne Hutcheson, ......
A Practical Guide for School Principals and Supervisors
Updated Edition of Bestseller! "How to Handle Staff Misconduct has simplified the process with its step-by-step format and has removed a lot of the emotions that have previously gone into addressing staff misconduct issues. I've had occasions to put the steps into play and have found them to be logical and straightforward." Anne Hutcheson, ......
"Assessment help for teachers on way," was the front-page headline of Education Week on May 8, 2002, as Ed Week announced the planned publication of this important volume, which has been approved by the American National Standards Institute (ANSI). This comprehensive framework was created by the Joint Committee on Standards for Educational ......
"Assessment help for teachers on way," was the front-page headline of Education Week on May 8, 2002, as Ed Week announced the planned publication of this important volume, which has been approved by the American National Standards Institute (ANSI). This comprehensive framework was created by the Joint Committee on Standards for Educational ......
Goals, Processes, Tools, and Reporting Systems for School-Based Programs
Assessment and evaluation is particularly difficult when assessment strategies and tools must be designed from scratch and evaluation processes must be established within the context of existing evaluation processes and within complex models of service delivery. Practical Evaluation for Collaborative Services answers the call for help wherever assessment and evaluation are being considered as schools and community service agencies work to establish and evaluate broad-based community collaborative initiatives. This book is unique in that specific evaluation instruments are provided in a format that can be immediately copied and used. This factor alone will save many hours of development by local service providers and managers trying to design evaluation from scratch.In particular, readers will find an approach to monitor and measure parent/guardian involvement and coordination of multiple agency services. The instruments and processes were developed and used within large and small communities to assess collaborative service arrangements between public schools and service agencies such as public health, mental health, human services, etc. The authors believe the information complements existing national initiatives to develop and evaluate full-service schools.
The focus of this edited Yearbook is continuing teacher education and professional development. The book is divided into four sections, each dealing with different aspects in these subjects. Included are chapters on partnerships and collaboration, participatory research and development, teacher risk-taking and mentoring, and many other perspectives.
`A fine blend of analysis and highly practical advice. Useful for anyone interested in the professional development of teachers as a collaborative learning process' - Stephen Brookfield, Professor University of St Thomas, St Paul, Minnesota This book is a description of the conditions necessary for `doing' reflective practice. The authors give clear lines for starting - whether in a schoolwide effort, or in a single department or year.
