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Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth, Frontier Tony


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Цена: 47760.00T
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Склад Америка: 246 шт.  
При оформлении заказа до: 2025-07-23
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Автор: Frontier Tony
Название:  Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth
ISBN: 9781416622079
Издательство: ASCD
Классификация:




ISBN-10: 1416622071
Обложка/Формат: Paperback
Вес: 0.36 кг.
Дата издания: 02.09.2016
Язык: English
Размер: 226 x 178 x 18
Поставляется из: США
Описание: In too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth.

Effective Supervision: Supporting the Art and Science of Teaching

Автор: Marzano Robert J., Frontier Tony, Livingston David
Название: Effective Supervision: Supporting the Art and Science of Teaching
ISBN: 141661155X ISBN-13(EAN): 9781416611554
Издательство: Неизвестно
Цена: 34280.00 T
Наличие на складе: Невозможна поставка.
Описание:

In Effective Supervision, Robert J. Marzano, Tony Frontier, and David Livingston show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. When these five conditions are attended to in a systematic way, teachers do improve their skills:


* A well-articulated knowledge base for teaching

* Opportunities for teachers to practice specific strategies or behaviors and to receive feedback

* Opportunities for teachers to observe and discuss expertise

* Clear criteria for success and help constructing professional growth and development plans

* Recognition of the different stages of development progressing toward expertise.

The focus is on developing a collegial atmosphere in which teachers can freely share effective practices with each other, observe one another's classrooms, and receive focused feedback on their teaching strategies. The constructive dynamics of this approach always keep in sight the aim of enhancing students' well-being and achievement. As the authors note, "The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point."



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