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Which among the following statements is false?
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
The members of a community of practice routinely have in common:
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
Dr. Ausburn suggested that mentors should:
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
Which among the leadership theories and models discussed in Module 1 is analogous to Dr. Ausburn’s thoughts about using adaptively either a tight or loose relationship when coaching or mentoring a peer?
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
Which is true of Dr. Ban and Dr. Ausburn
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
Dr. Ausburn spoke about differentiating professional development. He stressed either implicitly or explicitly the importance of:
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
collaborative teacher leadership is important for many reasons the most important and far-reaching of which is:
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
What is the purpose of protocols?
Dr. Ban gave guidelines for teachers reflecting on their own teaching practice; Dr. Ausburn focused on leadership reflection
Communities of practice are like CFGs, they work on student learning problems, follow a protocol in regularly meetings
Situational
the opportunity to reach out to others outside their organization or building who share the same interest and practice
making professional development more teacher-driven and relevant to teachers’ and students’ needs.
Protocols keep individual members from dominating, allow feedback to individual members without interruption, and make it saf
look at lesson plans with new teachers once a week and examine student work to determine. success.
teachers making themselves aware of the needs of their peers by taking time to converse and listen.
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