000			02663cam a2200337 i 4500
999			_c47 _d47
001			20464855
003			OSt
005			20251027105605.0
008			180423s2019 caua b 001 0 eng
010			_a 2018018140
020			_a9781506396767 (pbk. : alk. paper)
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aLB1028.5 _b.T765 2019
082	0	0	_a371.3 _bT891 2019 _223
100	1		_aTucker, Catlin R., _eauthor.
245	1	0	_aPower up blended learning : _ba professional learning infrastructure to support sustainable change / _cCatlin R. Tucker.
264		1	_aThousand Oaks, California : _bCorwin, A SAGE Company, _c[2019]
300			_axvii, 166 pages : _billustrations ; _c26 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
520			_a"This book will establish the need for rethinking professional development in schools/districts shifting from traditional instruction to blended learning. It limits the scope of the conversation about professional development to three elements: targeted training, 1:1 coaching, and participation in a personal learning community with non-evaluative peer feedback. This book helps school leaders think about and articulate a long-term professional development plan and emphasizes the importance of creating a "coaching culture" where experimentation and failure are celebrated, which is particularly important when it comes to using technology. The bulk of the book will be dedicated to the blended learning coaching cycle Catlin suggests coaches use when working with teachers. Conversation & Goal Setting Initial observation & Debrief Co-lesson Planning Real-time Coaching Co-teaching Document, Reflect & Revisit Goals Additionally, there will be a section on coaching a larger group on blended learning models using the models themselves and a section on virtual coaching using video combined with online conversations. Finally, the book will introduce a plan for gradually releasing the ownership of professional learning over to the teachers in the form of personal learning communities (PLCs) and non-evaluative peer coaching" -- _cProvided by publisher.
650		0	_aBlended learning.
650		0	_aTeachers _xIn-service training.
650		0	_aProfessional learning communities.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cCIR