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|a (OCoLC)593240081
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|a (AU-PeEL)CARLIEBL479855
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|a AU-PeEL
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|a ILLA
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|a LB1025.3
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|a 371.102
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| 100 |
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|a America, Teach For.
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| 245 |
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|a Teaching As Leadership :
|b The Highly Effective Teacher's Guide to Closing the Achievement Gap.
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| 260 |
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|a Hoboken :
|b Wiley,
|c 2010.
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| 300 |
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|a 1 online resource (352 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
|0 http://id.loc.gov/vocabulary/contentTypes/txt
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| 337 |
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|a computer
|b c
|2 rdamedia
|0 http://id.loc.gov/vocabulary/mediaTypes/c
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|a online resource
|b cr
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|0 http://id.loc.gov/vocabulary/carriers/cr
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|a Description based upon print version of record.
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|a Teaching as Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap; Copyright; Contents; Foreword; IntroductIon; Chapter 1: Set Big Goals; Foundations of Effective Goal Setting; Inspiring Strong Results with Measurable Outcomes; Inspiring High Performance with High Expectations; Leading with Students' Needs and Interests; The Qualities of Effective Big Goals in Action; What Measurable Academic Progress Should My Students Achieve?; What Traits and Mindsets Will Best Serve My Students?; What Pathways to Student Opportunity Should Inform My Big Goal?
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|a What Student Interests and Motivations Could Shape the Big Goal?Conclusion: Key Ideas and Next Questions; Key Ideas; Next Questions; ""Why Do People Set Big Goals?"" from Ms. Lora's Story; Chapter 2: Invest Students and Their Families; Key Elements of Investment; Shaping Students' Mindsets; Collaborating with Students' Families and Influencers; Strategies for Investing Students; Creating a Welcoming Environment to Increase Student Investment; Developing a Culture of Achievement; Investing Students Through Instruction and Learning; Conclusion: Key Ideas and Next Questions; Key Ideas
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| 505 |
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|a Next Questions""What If You're Wrong?"" from Ms. Lora's Story; Chapter 3: Plan Purposefully; Foundations of Purposeful Planning; Developing Your Vision of Success; Translating Your Vision into a Well-Designed Assessment; Mapping Out a Vision-Aligned Plan by Imagining Yourself Implementing It; Three Forms of Classroom Plans; Long Term Plans; Lesson Plans; Classroom Management Plans; Conclusion: Key Ideas and Next Questions; Key Ideas; Next Questions; ""It Still Tastes Good."" from Ms. Lora's Story; Chapter 4: Execute Effectively; Key Elements of Effective Execution
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|a Doing Well What Must Be DoneInsisting on Seeing Reality; Adjusting Course as Circumstances Change; What Effective Execution Looks Like in the Classroom; Effectively Communicating Key Ideas; Coordinating Student Practice; Checking for Understanding; Tracking Progress; Maximizing Efficiency with Organization and Routine; Asserting Authority; Conclusion: Key Ideas and Next Questions; Key Ideas; Next Questions; ""Light Monitor. Form Collector. Plant Manager."" from Ms. Lora's Story; Chapter 5: Continuously Increase Effectiveness; Foundations of Continuous Improvement
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|a Effective Teaching Is a Learnable Skill""Data may not tell us the whole truth, but it certainly doesn't lie.""; We Drive Our Own Improvement; No Teacher Is an Island; A Cycle of Reflection That Leads to Increased Effectiveness; Phase One: Analyzing Outcomes; Phase Two: Discerning Causes; Phase Three: Identifying and Implementing Solutions; Conclusion: Key Ideas and Next Questions; Key Ideas; Next Questions; ""This Was My Summer School Seat."" from Ms. Lora's Story; Chapter 6: Work Relentlessly; We Control Our Students' Success and Failure; Key Elements of Working Relentlessly; Persistence
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| 505 |
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|a Maintaining High Expectations
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| 650 |
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4 |
|a Academic achievement.
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| 650 |
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|a Academic achievement.
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| 650 |
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|a Educational leadership.
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| 650 |
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|a Educational leadership.
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| 650 |
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4 |
|a Effective teaching.
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| 650 |
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|a Effective teaching.
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| 650 |
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|a School improvement programs.
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| 650 |
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|a School improvement programs.
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| 650 |
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7 |
|a Academic achievement.
|2 fast
|0 http://id.worldcat.org/fast/fst00794949
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| 650 |
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7 |
|a Educational leadership.
|2 fast
|0 http://id.worldcat.org/fast/fst00903527
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| 650 |
|
7 |
|a Effective teaching.
|2 fast
|0 http://id.worldcat.org/fast/fst00903762
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| 650 |
|
7 |
|a School improvement programs.
|2 fast
|0 http://id.worldcat.org/fast/fst01107461
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| 700 |
1 |
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|a Farr, Steven.
|0 http://id.loc.gov/authorities/names/n2009064500
|1 http://viaf.org/viaf/101388829
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| 776 |
0 |
8 |
|i Print version:
|a America, Teach For
|t Teaching As Leadership : The Highly Effective Teacher's Guide to Closing the Achievement Gap
|d Hoboken : Wiley,c2010
|z 9780470432860
|
| 852 |
8 |
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|b pda-ebl
|x carli-ebl-pilot
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|u http://carli.eblib.com/patron/FullRecord.aspx?p=479855
|y Select University of Chicago from dropdown list
|z Please contact Library regarding classroom use
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|a eresource
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| 928 |
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|t Library of Congress classification
|a LB1025.3
|l Online
|c UC-FullText
|n Please contact Library regarding classroom use
|u http://carli.eblib.com/patron/FullRecord.aspx?p=479855
|z Select University of Chicago from dropdown list
|g ebooks
|i 8543427
|
