This easy-to-use book provides practical strategies for initializing, maximizing, and evaluating Professional Development Schools-from meeting the standards, to hands-on tool kits and "quick-check" self-assessments.
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Book Description
Editorial Reviews
Review
"Teitel's insights are incredibly on target with the issues faced by school and university staff who are now deeply engaged in PDS. They and others like them across the country will greatly benefit from the work of the author."
(Virginia Pilato, Director of Teacher Quality )"This book will help PDS partners keep their focus on students' needs-the core of PDS work, as they take this journey together. It provides concrete suggestions for what PDS partners can do in developing, implementing, and assessing their partnerships, which are framed by the standards and grounded in core concepts."
(From the Foreword by Marsha Levine, Senior Consultant for Professional Development Schools )About the Author
Lee Teitel is Associate Professor of Masters and Doctoral level programs in Educational Leadership at the University of Massachusetts. Teitel has been a researcher, writer, consultant, speaker, and professional development school advocate since 1989. His work focuses on PDS start-up, institutionalization, and impact issues; new leadership roles in PDSs for teachers and principals; and the development and implementation of national standards for PDSs. He has led workshops and presentations at AACTE and AERA and written numerous articles and monographs on these topics, including two PDS literature reviews and a handbook for the NCATE PDS Standards Project and booklets on governance and documenting PDS impacts for AACTE.
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Lee Teitel is Associate Professor of Masters and Doctoral level programs in Educational Leadership at the University of Massachusetts. Teitel has been a researcher, writer, consultant, speaker, and professional development school advocate since 1989. His work focuses on PDS start-up, institutionalization, and impact issues; new leadership roles in PDSs for teachers and principals; and the development and implementation of national standards for PDSs. He has led workshops and presentations at AACTE and AERA and written numerous articles and monographs on these topics, including two PDS literature reviews and a handbook for the NCATE PDS Standards Project and booklets on governance and documenting PDS impacts for AACTE.
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Inside This Book
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First Sentence:
Picture the following scenarios: A student teacher, fresh from the local university, comes into a school where she faces a whole chorus of experienced teachers who say, "You can forget everything you learned at the university. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
preservice teacher experience, professional development school partnerships, professional development schools work, intern reflections, achievement gap issues, sustainability phase, mutual renewal, preservice educators, professional practice schools, partnering institutions, simultaneous renewal, partnering organizations, undiscussable issues, toolkit section, teacher education faculty, equity agenda, preservice teachers, brief annotated bibliography, university liaison, partnership formation, collaboration level, cooperating teachers, experienced educators, new leadership roles, educational renewal Key Phrases - Capitalized Phrases (CAPs): (learn more)
Boston Arts Academy, Urban Teacher Training Collaborative, Standards Student Learning Pyramid, Ipswich Street, African American, Collaboration Standard, Ferguson's Five Steps, Supporting Evidence Impacts, Achieving Critical Mass, Boston Public Schools, Breaking Up Is Hard, Holmes Group, Standards Project, Tufts University, Engaging People, Peter Murrell, Ron Ferguson, Concerns-Based Adoption Model, Depth Versus Pervasiveness Grid, Developing Strategies, Fenway High School, Roles Standard, Strongly Agree, Strongly Disagree, Ismat Abdal-Haqq New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Picture the following scenarios: A student teacher, fresh from the local university, comes into a school where she faces a whole chorus of experienced teachers who say, "You can forget everything you learned at the university. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
preservice teacher experience, professional development school partnerships, professional development schools work, intern reflections, achievement gap issues, sustainability phase, mutual renewal, preservice educators, professional practice schools, partnering institutions, simultaneous renewal, partnering organizations, undiscussable issues, toolkit section, teacher education faculty, equity agenda, preservice teachers, brief annotated bibliography, university liaison, partnership formation, collaboration level, cooperating teachers, experienced educators, new leadership roles, educational renewal Key Phrases - Capitalized Phrases (CAPs): (learn more)
Boston Arts Academy, Urban Teacher Training Collaborative, Standards Student Learning Pyramid, Ipswich Street, African American, Collaboration Standard, Ferguson's Five Steps, Supporting Evidence Impacts, Achieving Critical Mass, Boston Public Schools, Breaking Up Is Hard, Holmes Group, Standards Project, Tufts University, Engaging People, Peter Murrell, Ron Ferguson, Concerns-Based Adoption Model, Depth Versus Pervasiveness Grid, Developing Strategies, Fenway High School, Roles Standard, Strongly Agree, Strongly Disagree, Ismat Abdal-Haqq New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 4
books:
- Michigan State University - College Prowler Guide (College Prowler: Michigan State University Off the Record) by Amy Davis in Back Matter
- Taking Charge of Change (ASCD) by Shirley M. Hord on page 37
- Assessing the Impacts of Professional Development Schools by Lee Teitel on page 230
- Taking Charge by Stephanie Vaughan on page 37
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