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MessagePosté le: Lun 2 Mai - 20:55 (2016)    Sujet du message: Teaching As Leadership: The Highly Effective Teacher's Guid Répondre en citant




Teaching As Leadership: The Highly Effective Teacher's Guide To Closing The Achievement Gap > bit.ly/1pX9ixz

















































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Virgin Islands (British) Wallis and Futuna Yemen Zambia Zimbabwe Job Role: Please select. Additionally, effective classroom leaders plan backwards with every mission they set forth on. Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. ^ Google Products ^ Becoming an Exceptional Teacher ^ ^ ^ . Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. About Wiley About Us Subjects Careers Events Locations Brands Investor Relations Resources Newsroom Resources Authors Instructors Students Librarians Societies Booksellers Customer Support Privacy Policy Site Map Contact Us Help Copyright 2000-2016 by John Wiley & Sons, Inc., or related companies. What people are saying-Write a reviewUser ratings5 stars14 stars43 stars52 stars11 star2Review: Teaching as Leadership: The Highly Effective Teacher's Guide to Closing the Achievement GapUser Review - GoodreadsThis is one of those books that you may not be able to connect to if you don't already have experience, but may not be necessary if you have a couple of years under your belt. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities. Email Country -- select your country of residence -- Afghanistan Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bonaire Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory Brunei Darussalam Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Canary Islands Cape Verde Cayman Islands Central African Republic Chad Chile Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Cook Islands Costa Rica Cote D'Ivoire Croatia Cuba Curacao Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Faroe Islands Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Gambia Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Isle of Man Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macau Macedonia Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Micronesia Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island Northern Mariana Islands North Korea Norway Oman Pakistan Palau Palestinian Territory Panama Papua New Guinea Paraguay People's Republic of China Peru Philippines Pitcairn Group of Islands Poland Portugal Puerto Rico Qatar Republic Of Korea Republic Of Kosovo Republic Of Macedonia Reunion Romania Russian Federation Rwanda Saint Barthelemy Saint Helena Saint Kitts And Nevis Saint Lucia Saint Martin Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Islands South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syrian Arab Republic Taiwan (Republic of China) Tajikistan Thailand Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu Uganda Ukraine United Arab Emirates United Kingdom United Republic Of Tanzania United States United States Minor Outlying Islands Uruguay Uzbekistan Vanuatu Vatican City State Venezuela Vietnam Virgin Islands U.S. To learn more about our e-books, please refer to our FAQ.

Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap / Edition 1 by Teach For America, Steven Farr All Formats & Editions Paperback $12.50 NOOK Book $15.99 ISBN-10: 0470432861 ISBN-13: 9780470432860 Pub. See More See Less Table of Contents Foreword by Jason Kamras xi Introduction 1 Chapter 1: Set Big Goals 15 Foundations of Effective Goal Setting 18 Inspiring Strong Results with Measurable Outcomes 19 Inspiring High Performance with High Expectations 26 Leading with Students Needs and Interests 36 The Qualities of Effective Big Goals in Action 37 What Measurable Academic Progress Should My Students Achieve? 41 What Traits and Mindsets Will Best Serve My Students? 44 What Pathways to Student Opportunity Should Inform My Big Goal? 45 What Student Interests and Motivations Could Shape the Big Goal? 46 Conclusion: Key Ideas and Next Questions 48 Key Ideas 48 Next Questions 49 Why Do People Set Big Goals? from Ms Loras Story 50 Chapter 2: Invest Students and Their Families 53 Key Elements of Investment 57 Shaping Students Mindsets 57 Collaborating with Students Families and Influencers 62 Strategies for Investing Students 72 Creating a Welcoming Environment to Increase Student Investment 72 Developing a Culture of Achievement 84 Investing Students Through Instruction and Learning 98 Conclusion: Key Ideas and Next Questions 102 Key Ideas 102 Next Questions 103 What If Youre Wrong? from Ms Loras Story 105 Chapter 3: Plan Purposefully 107 Foundations of Purposeful Planning 110 Developing Your Vision of Success 111 Translating Your Vision into a Well-Designed Assessment 112 Mapping Out a Vision-Aligned Plan by Imagining Yourself Implementing It 115 Three Forms of Classroom Plans 119 Long Term Plans 119 Lesson Plans 123 Classroom Management Plans 135 Conclusion: Key Ideas and Next Questions 137 Key Ideas 138 Next Questions 139 It Still Tastes Good from Ms Loras Story 140 Chapter 4: Execute Effectively 143 Key Elements of Effective Execution 146 Doing Well What Must Be Done 146 Insisting on Seeing Reality 148 Adjusting Course as Circumstances Change 150 What Effective Execution Looks Like in the Classroom 152 Effectively Communicating Key Ideas 152 Coordinating Student Practice 153 Checking for Understanding 154 Tracking Progress 158 Maximizing Efficiency with Organization and Routine 161 Asserting Authority 163 Conclusion: Key Ideas and Next Questions 167 Key Ideas 168 Next Questions 169 Light Monitor Form Collector Plant Manager from Ms Loras Story 170 Chapter 5: Continuously Increase Effectiveness 173 Foundations of Continuous Improvement 175 Effective Teaching Is a Learnable Skill 175 Data may not tell us the whole truth, but it certainly doesnt lie 177 We Drive Our Own Improvement 178 No Teacher Is an Island 179 A Cycle of Reflection That Leads to Increased Effectiveness 182 Phase One: Analyzing Outcomes 183 Phase Two: Discerning Causes 185 Phase Three: Identifying and Implementing Solutions 191 Conclusion: Key Ideas and Next Questions 192 Key Ideas 192 Next Questions 193 This Was My Summer School Seat from Ms Loras Story 194 Chapter 6: Work Relentlessly 197 We Control Our Students Success and Failure 198 Key Elements of Working Relentlessly 200 Persistence 200 Maintaining High Expectations 202 Expanding Time and Resources 206 Expanding Your Influence 209 Sustaining This Work Over Time 217 Conclusion: Key Ideas and Next Questions 223 Key Ideas 223 Next Questions 225 You Are Going to Be Totally Handsome in Them from Ms Loras Story 226 Conclusion 227 Afterword: Teaching As Leadership and the Movement for Educational Equity by Wendy Kopp 231 Appendix A: Teaching As Leadership Rubric 237 Appendix B: About Teach For America 269 Appendix C: Our Approach to Teacher Development 273 Appendix D: How We Learn from Our Teachers 285 Teacher Biographies 291 Notes 317 About the Author 328 Acknowledgments 329 Index 331 See More See Less Author Information Steven Farr leads Teach For Americas efforts to discern what distinguishes teachers whose students in low-income communities achieve dramatic academic growth. Join an Email List. Common terms and phrasesable academic achievement academic progress achievement gap African American ambitious assessments average began behavior big goals challenges Charter School checks for understanding classroom management corps members create currently dents develop district dramatic academic efforts eighth-grade ensure exam example experience families fifth-grade first-grade grade level growth hard high expectations high school highly effective teachers identify improve Individualized Education Program instructional investing students kids KIPP knowledge Latino leaders learning standards lesson plans Lora low-income communities math Middle School mindsets North Carolina objective opportunities percent mastery performance problems proficiency questions rigorous Rio Grande Valley root causes rubric scored sixth-grade skills special education strategies strong teachers student achievement student learning successful teachers taught Teach For America teacher actions Teaching As Leadership third-grade tion tracking vision Wendy Kopp writing York City. "These teachers change students belief that intelligence is a fixed characteristic and show them that if they work hard enough, they will get smart." [3]. Teaching as Leadership includes a framework that explains the traits of Teach For America's most successful teachers. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities. Successful teachers in low-income communities set measurable goals for their students.

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