000			02438cam a2200457 a 4500
001			2009049912
003			DLC
005			20180820124125.0
008			091125s2010 vaua b 001 0 eng
010			_a 2009049912
020			_a9781416609490 (pbk. : alk. paper)
020			_a1416609490 (pbk. : alk. paper)
043			_an-us---
040			_dMWE
050	0	0	_aLB1731 _b.R35 2010
082	0	0	_a370.71/55 _222
100	1		_aReeves, Douglas B., _d1953-
245	1	0	_aTransforming professional development into student results / _h[book]
260			_aAlexandria, Va. : _bASCD, _cc2010.
300			_aviii, 156 p. : _bill. ; _c23 cm.
504			_aIncludes bibliographical references and index.
505	0		_aAccountability: why autopsies do not improve patient health -- Uniform differentiated instruction and other contradictions in staff development -- The law of initiative fatigue -- The myths and realities of planning -- Mr. McGuffey doesn't teach here: the brand-name fallacy -- Scattershot learning: "if it's Tuesday, it must be brain research" -- From vision to implementation -- Focus: teaching, curriculum, assessment, and leadership -- Making action research work -- Beyond "train the trainer" -- Performance assessment for teachers and administrators -- High-impact learning in action -- Appendix A: results of a study of school planning, implementation, and monitoring -- Appendix B: planning, implementation, and monitoring (PIMTM) rubric.
650		0	_aTeachers _xIn-service training _zUnited States.
650		0	_aTeachers _xProfessional relationships _zUnited States.
650		0	_aSchool improvement programs _zUnited States.
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942			_2ddc _cBKS
999			_c14787 _d14787