{"product_id":"administrators-staff-development-activities-kit-paperback-softback-9780136798125","title":"Administrator's Staff Development Activities Kit (Paperback \/ softback) 9780136798125","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eAdministrator's Staff Development Activities Kit\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eMichael Koehler, Ph.D. (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780136798125, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 28 April 1999\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e336 pages\u003cbr\u003e27.6 x 21.2 x 2.1 cm, 0.907 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eElementary and secondary school administrators will appreciate this comprehensive, ready-to-use staff development activities program that integrates in-service training, supervision, and evaluation. The program encourages professional growth through self-assessment and includes over 120 reproducible forms, charts, models and other aids that can be used \"as is\" in developmental activities. Topics and activities include Professional Growth in Schools: Looking at the Big Picture, In-Service Training, What It is and What It Can Be, Extending Current Concepts of In-Service Training, Supervision: Past \u0026amp; Present, The What \u0026amp; How of Supervision, The Process of Effective Supervision, Teacher Evaluation: Past \u0026amp; Present, The Processes of Effective Evaluation, Assuring the Linkages Among In-Service Training, and Supervision, \u0026amp; Evaluation. Includes a reproducible four-page Observation Booklet designed to help teachers gather information about their classroom performance and to promote teacher self-reflection and self-evaluation.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSECTION 1: Professional growth in schools: looking at the big picture.  \u003cp\u003eWhat is professional growth?\u003c\/p\u003e \u003cp\u003eFigure 1-1 professional growth model.\u003c\/p\u003e \u003cp\u003eThe complementary relationships among in-service training, supervision, and assessment.\u003c\/p\u003e \u003cp\u003eWhat is currently happening in many schools?\u003c\/p\u003e \u003cp\u003eFigure 1-2 professional growth in many schools.\u003c\/p\u003e \u003cp\u003eTaking a closer look at processes.\u003c\/p\u003e \u003cp\u003eFigure 1-3 evaluation system.\u003c\/p\u003e \u003cp\u003eFigure1-4 professional growth relationship.\u003c\/p\u003e \u003cp\u003eTaking one last look at the linkages.\u003c\/p\u003e \u003cp\u003eAssuring the relationship.\u003c\/p\u003e \u003cp\u003eQuestions of control.\u003c\/p\u003e \u003cp\u003eTaking a closer look at empowerment.\u003c\/p\u003e \u003cp\u003eWhat are the needs of teachers?\u003c\/p\u003e \u003cp\u003eRelating motivation to professional growth.\u003c\/p\u003e \u003cp\u003eMoney as a external motivator.\u003c\/p\u003e \u003cp\u003eConsider the farmer and the seed.\u003c\/p\u003e \u003cp\u003eProfessional growth as a motivator.\u003c\/p\u003e \u003cp\u003eThe absence of total quality.\u003c\/p\u003e \u003cp\u003eConsidering additional needs.\u003c\/p\u003e \u003cp\u003eFigure 1-5 needs assessment format.\u003c\/p\u003e \u003cp\u003eIntroducing professional growth as \"helping hands\".\u003c\/p\u003e \u003cp\u003eFigure 1-6 helping hands.\u003c\/p\u003e \u003cp\u003eConsidering the context of professional growth.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 2: In-service training: what it is and what it can be.\u003c\/p\u003e \u003cp\u003ePracticing what is preached.\u003c\/p\u003e \u003cp\u003eIn-service training: what should it be?\u003c\/p\u003e \u003cp\u003eFinding experts in the building.\u003c\/p\u003e \u003cp\u003eFigure 2-2 sharing your strengths.\u003c\/p\u003e \u003cp\u003eThe move toward transpositional leadership.\u003c\/p\u003e \u003cp\u003eThe current picture of in-service training.\u003c\/p\u003e \u003cp\u003eReconsidering the value of new knowledge found outside the school.\u003c\/p\u003e \u003cp\u003eFigure 2-3 follow-up for university and workshop experiences.\u003c\/p\u003e \u003cp\u003eImproving the current picture.\u003c\/p\u003e \u003cp\u003eMore about needs assessments.\u003c\/p\u003e \u003cp\u003eFigure 2-4 culture and climate: an inventory.\u003c\/p\u003e \u003cp\u003eMore needs assessment.\u003c\/p\u003e \u003cp\u003eFigure 2-5 values and student behavior: a needs assessment.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 3: Extending current concepts of in-service training.\u003c\/p\u003e \u003cp\u003eProviding follow-up opportunities.\u003c\/p\u003e \u003cp\u003eWhen such experiences are not provided.\u003c\/p\u003e \u003cp\u003eTaking a closer look at the appearance of change.\u003c\/p\u003e \u003cp\u003eHow to avoid \"in-service draining\".\u003c\/p\u003e \u003cp\u003eTeachers and new knowledge.\u003c\/p\u003e \u003cp\u003eNew-teacher orientation.\u003c\/p\u003e \u003cp\u003eLooking at the nuts and bolts.\u003c\/p\u003e \u003cp\u003eFigure 3-1 introduction to in-service activities: new teachers.\u003c\/p\u003e \u003cp\u003eFigure 3-2 new-teacher in-service evaluation.\u003c\/p\u003e \u003cp\u003eFigure 3-3 new-teacher in-service year-end evaluation.\u003c\/p\u003e \u003cp\u003eTaking a closer look at the school's culture.\u003c\/p\u003e \u003cp\u003eFigure 3-4 it's your call: case study.\u003c\/p\u003e \u003cp\u003eFigure 3-5 it's your call: case study 2.\u003c\/p\u003e \u003cp\u003eThe need for consistency.\u003c\/p\u003e \u003cp\u003eFigure 3-6 it's your call: case study 3.\u003c\/p\u003e \u003cp\u003eFigure 3-7 it's your call: case study 4.\u003c\/p\u003e \u003cp\u003eFigure 3-8 it's your call: case study 5.\u003c\/p\u003e \u003cp\u003eNew-teacher orientation and the instructional program.\u003c\/p\u003e \u003cp\u003eFigure 3-9 video library.\u003c\/p\u003e \u003cp\u003eOther \"library\" materials.\u003c\/p\u003e \u003cp\u003eFigure 3-10 a quick suggestion.\u003c\/p\u003e \u003cp\u003eIntravisitation observation and follow-up meetings.\u003c\/p\u003e \u003cp\u003eFigure 3-11 visitation resource book.\u003c\/p\u003e \u003cp\u003eFigure 3-12 teacher availability.\u003c\/p\u003e \u003cp\u003eConversations with experts in the building.\u003c\/p\u003e \u003cp\u003eConsidering the value of portfolios for in-service training.\u003c\/p\u003e \u003cp\u003ePortfolios and in-service training.\u003c\/p\u003e \u003cp\u003eFigure 3-13 portfolios: a few suggestions.\u003c\/p\u003e \u003cp\u003eUsing journals to promote introspection.\u003c\/p\u003e \u003cp\u003eFigure 3-14 teacher journals.\u003c\/p\u003e \u003cp\u003eEndless possibilities.\u003c\/p\u003e \u003cp\u003eSchool-university partnerships.\u003c\/p\u003e \u003cp\u003eTandemed portfolios.\u003c\/p\u003e \u003cp\u003eExpanded collaboration.\u003c\/p\u003e \u003cp\u003eRelating in-service training to super vision.\u003c\/p\u003e \u003cp\u003eFigure 3-15 professional growth relationships: in-service to supervision.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 4: Supervision: Past and Present.\u003c\/p\u003e \u003cp\u003eProviding light— not heat.\u003c\/p\u003e \u003cp\u003eJudgement and professional performance.\u003c\/p\u003e \u003cp\u003eSupervision and the administrative hierarchy.\u003c\/p\u003e \u003cp\u003eThe downside of teacher evaluation.\u003c\/p\u003e \u003cp\u003eSharing performance standards with teachers.\u003c\/p\u003e \u003cp\u003eFigure 4-1 standards of teacher performance.\u003c\/p\u003e \u003cp\u003eRole versus process.\u003c\/p\u003e \u003cp\u003eDistinguishing among administratively directed, peer-directed, and self-directed observation.\u003c\/p\u003e \u003cp\u003eSeparating supervision from evaluation.\u003c\/p\u003e \u003cp\u003eEncouraging teachers to take risks.\u003c\/p\u003e \u003cp\u003eSupervision as revitalization.\u003c\/p\u003e \u003cp\u003eThe need for philosophical consistency.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 5: The what and how of supervision.\u003c\/p\u003e \u003cp\u003ePromoting trust.\u003c\/p\u003e \u003cp\u003eOur need to risk imperfection.\u003c\/p\u003e \u003cp\u003eReviewing supervision as exploration.\u003c\/p\u003e \u003cp\u003eAnother golf example.\u003c\/p\u003e \u003cp\u003eSupervision as energy.\u003c\/p\u003e \u003cp\u003eFigure 5-1 mirrors.\u003c\/p\u003e \u003cp\u003eFigure 5-2 red pencils.\u003c\/p\u003e \u003cp\u003eRelating the standards to in-service information.\u003c\/p\u003e \u003cp\u003eRelating the standards to supervision and evaluation.\u003c\/p\u003e \u003cp\u003eCollecting and using observational data.\u003c\/p\u003e \u003cp\u003eCollecting observational data.\u003c\/p\u003e \u003cp\u003eConferencing about the data.\u003c\/p\u003e \u003cp\u003eFigure 5-3 classroom observation: preliminary input.\u003c\/p\u003e \u003cp\u003eFigure 5-4 self-analysis.\u003c\/p\u003e \u003cp\u003eInterpreting the data.\u003c\/p\u003e \u003cp\u003eFigure 5-5 observation record.\u003c\/p\u003e \u003cp\u003eAnalyzing the data.\u003c\/p\u003e \u003cp\u003eEvaluating the data.\u003c\/p\u003e \u003cp\u003eFigure 5-6 the johari window.\u003c\/p\u003e \u003cp\u003eProjecting the experience to future lessons.\u003c\/p\u003e \u003cp\u003eWho is a supervisor?\u003c\/p\u003e \u003cp\u003eFigure 5-7 student feedback.\u003c\/p\u003e \u003cp\u003ePromoting proper behaviors among all supervisors.\u003c\/p\u003e \u003cp\u003eFigure 5-8 role-playing episode 1.\u003c\/p\u003e \u003cp\u003eFigure 5-9 role-playing episode 2.\u003c\/p\u003e \u003cp\u003eFigure 5-10 role-playing episode 3.\u003c\/p\u003e \u003cp\u003eFigure 5-11 evolution of leadership.\u003c\/p\u003e \u003cp\u003eFigure 5-12 sample questions.\u003c\/p\u003e \u003cp\u003eMaintaining the cycle.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 6: The process of effective supervision.\u003c\/p\u003e \u003cp\u003eAssessing the need for change.\u003c\/p\u003e \u003cp\u003eMore questions to ask.\u003c\/p\u003e \u003cp\u003eThe availability of in-service training.\u003c\/p\u003e \u003cp\u003eFigure 6-1 a quick in-service: standards: 1-4,1-5,1-6,1-7,1-17,1-25.\u003c\/p\u003e \u003cp\u003eFigure 6-2 a quick in-service: standards: 1-11,1-14,1-17,2-4.\u003c\/p\u003e \u003cp\u003eRole versus process revisited.\u003c\/p\u003e \u003cp\u003eTaking another look at self-directed observation.\u003c\/p\u003e \u003cp\u003eFigure 6-3 self-directed supervision.\u003c\/p\u003e \u003cp\u003eThe advantages and principles of self-directed observation.\u003c\/p\u003e \u003cp\u003eMaslow's continuum: from potential to perfection.\u003c\/p\u003e \u003cp\u003eFigure 6-4 maslow's hierarchy of needs.\u003c\/p\u003e \u003cp\u003eFigure 6-5 the actualization continuum.\u003c\/p\u003e \u003cp\u003eReaching for perfection.\u003c\/p\u003e \u003cp\u003eThe observation booklet.\u003c\/p\u003e \u003cp\u003eMentoring programs.\u003c\/p\u003e \u003cp\u003eTeacher tandems.\u003c\/p\u003e \u003cp\u003eFigure 6-6 teacher tandems.\u003c\/p\u003e \u003cp\u003eCollegial groups.\u003c\/p\u003e \u003cp\u003eFigure 6-7 collegial teams.\u003c\/p\u003e \u003cp\u003eAudiotaped observation.\u003c\/p\u003e \u003cp\u003eFigure 6-8 an audio experience: introduction.\u003c\/p\u003e \u003cp\u003eFigure 6-9 an audio experience: reflections from the mirror.\u003c\/p\u003e \u003cp\u003eFigure 6-10 an audio experience: follow-up.\u003c\/p\u003e \u003cp\u003eVideotaped observation.\u003c\/p\u003e \u003cp\u003eFigure 6-11 a video experience: introduction.\u003c\/p\u003e \u003cp\u003eFigure 6-12 a video experience: pretest.\u003c\/p\u003e \u003cp\u003eFigure 6-13 a video experience: pretest thought.\u003c\/p\u003e \u003cp\u003eFigure 6-14 a mirror of performance: general self-evaluation.\u003c\/p\u003e \u003cp\u003eFigure 6-15 a mirror of performance: a few specific considerations.\u003c\/p\u003e \u003cp\u003eFigure 6-16 a mirror of performance: specific teaching behaviors.\u003c\/p\u003e \u003cp\u003eFigure 6-17 a mirror of performance: follow-up thoughts.\u003c\/p\u003e \u003cp\u003eFigure 6-18 video observation request for camera operator.\u003c\/p\u003e \u003cp\u003eStudent feedback.\u003c\/p\u003e \u003cp\u003eParent feedback.\u003c\/p\u003e \u003cp\u003eFigure 6-19 parent feedback.\u003c\/p\u003e \u003cp\u003eSelf-reported growth.\u003c\/p\u003e \u003cp\u003eFigure 6-20 self-reported observation.\u003c\/p\u003e \u003cp\u003eScript taping.\u003c\/p\u003e \u003cp\u003eTeacher journals.\u003c\/p\u003e \u003cp\u003eFigure 6-21 self-reflective journals.\u003c\/p\u003e \u003cp\u003eSupervising supervisors, administrators, and others.\u003c\/p\u003e \u003cp\u003eFigure 6-22 Mundelein high school: superindentent performance feedback survey.\u003c\/p\u003e \u003cp\u003eFigure 6-23 developing observation instruments.\u003c\/p\u003e \u003cp\u003eRelating supervision to evaluation.\u003c\/p\u003e \u003cp\u003eFigure 6-24 professional growth relationships: supervision to evaluation.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 7: Teacher evaluation: Past and Present.\u003c\/p\u003e \u003cp\u003eMoving beyond tradition.\u003c\/p\u003e \u003cp\u003eReconciling reality with traditional expectations.\u003c\/p\u003e \u003cp\u003eEvaluation and the school hierarchy.\u003c\/p\u003e \u003cp\u003eThe need for quality control.\u003c\/p\u003e \u003cp\u003eWho evaluates what?\u003c\/p\u003e \u003cp\u003eTeachers as customers.\u003c\/p\u003e \u003cp\u003eFigure 7-1 one way to create an observational record.\u003c\/p\u003e \u003cp\u003eFigure 7-2 a better way.\u003c\/p\u003e \u003cp\u003eFigure 7-3 the \"better way\" can lead to the best evaluation.\u003c\/p\u003e \u003cp\u003eFigure 7-4 the year in review.\u003c\/p\u003e \u003cp\u003eFigure 7-5 teacher-directed evaluation.\u003c\/p\u003e \u003cp\u003eFigure 7-6 feedback: teacher-directed observation.\u003c\/p\u003e \u003cp\u003eEvaluation for what? From quality control to dismissal.\u003c\/p\u003e \u003cp\u003eEvaluating the evaluators.\u003c\/p\u003e \u003cp\u003eTaking another look at behavior.\u003c\/p\u003e \u003cp\u003eFigure 7-7 role-playing episode: teacher evaluation.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 8: The processes of effective evaluation.\u003c\/p\u003e \u003cp\u003eChanging the river.\u003c\/p\u003e \u003cp\u003eManagers versus leaders.\u003c\/p\u003e \u003cp\u003eThe sunshine syndrome.\u003c\/p\u003e \u003cp\u003eEfficiency versus effectiveness: taking another look at checklists.\u003c\/p\u003e \u003cp\u003eMaintaining teacher self-evaluation during the summative process.\u003c\/p\u003e \u003cp\u003eFigure 8-1 annual review.\u003c\/p\u003e \u003cp\u003eUsing the observation instruments in an evaluative setting.\u003c\/p\u003e \u003cp\u003eEstablishing the evaluation schedule.\u003c\/p\u003e \u003cp\u003eIntegrating supervision with evaluation: an example.\u003c\/p\u003e \u003cp\u003eEvaluating for tenure decisions.\u003c\/p\u003e \u003cp\u003eFigure 8-2 student evaluation.\u003c\/p\u003e \u003cp\u003eFigure 8-3 interviewing for tenure: sample questions.\u003c\/p\u003e \u003cp\u003eFigure 8-4 teacher self-evaluation.\u003c\/p\u003e \u003cp\u003eEvaluating for dismissal (someone has to do it).\u003c\/p\u003e \u003cp\u003eThe realities of due process.\u003c\/p\u003e \u003cp\u003eProcedural and substantive due process.\u003c\/p\u003e \u003cp\u003eProcedural due process.\u003c\/p\u003e \u003cp\u003eSubstantive due process.\u003c\/p\u003e \u003cp\u003eClarifying the grounds for dismissal.\u003c\/p\u003e \u003cp\u003eInsubordination.\u003c\/p\u003e \u003cp\u003eNeglect of duty.\u003c\/p\u003e \u003cp\u003eImmoral behavior.\u003c\/p\u003e \u003cp\u003eUnprofessional conduct.\u003c\/p\u003e \u003cp\u003eIncompetence.\u003c\/p\u003e \u003cp\u003eThe dismissal process.\u003c\/p\u003e \u003cp\u003eFigure 8-5 fundamental skills.\u003c\/p\u003e \u003cp\u003eImportant dismissal procedures.\u003c\/p\u003e \u003cp\u003eFigure 8-6 dismissal checklist.\u003c\/p\u003e \u003cp\u003eRelating evaluation to in-service training.\u003c\/p\u003e \u003cp\u003eFigure 8-7 professional growth relationships: evaluation to in-service.\u003c\/p\u003e \u003cp\u003eFigure 8-8 it's your call! (1).\u003c\/p\u003e \u003cp\u003eFigure 8-9 it's your call! (2).\u003c\/p\u003e \u003cp\u003eFigure 8-10 it's your call! (3).\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 9: Assuring the linkages among in-service training, supervision, and evaluation.\u003c\/p\u003e \u003cp\u003eDeveloping an effective professional growth program.\u003c\/p\u003e \u003cp\u003eTaking another look at the helping hands.\u003c\/p\u003e \u003cp\u003eWho does what and when.\u003c\/p\u003e \u003cp\u003eThe reality of transpositional leadership.\u003c\/p\u003e \u003cp\u003eFigure 9-1 the continuing evolution of educational leadership.\u003c\/p\u003e \u003cp\u003eMaintaining the focus on the school's values.\u003c\/p\u003e \u003cp\u003eEmphasizing a common belief system.\u003c\/p\u003e \u003cp\u003eImplementing collaborative processes.\u003c\/p\u003e \u003cp\u003eConsidering the impact of collective bargaining.\u003c\/p\u003e \u003cp\u003eThe basic purposes of professional growth: a review.\u003c\/p\u003e \u003cp\u003eProviding teachers with options.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eAPPENDIX.\u003c\/p\u003e \u003cp\u003eObservation booklet.\u003c\/p\u003e \u003cp\u003eStandards of teacher performance.\u003c\/p\u003e \u003cp\u003eStandards of teacher performance.\u003c\/p\u003e \u003cp\u003eFundamental skills.\u003c\/p\u003e \u003cp\u003eIn-service training.\u003c\/p\u003e \u003cp\u003eA quick in-service: criteria for student success.\u003c\/p\u003e \u003cp\u003eA quick in-service: the previous learnings.\u003c\/p\u003e \u003cp\u003eA quick in-service: elements of curriculum.\u003c\/p\u003e \u003cp\u003eA quick in-service: housekeeping chores.\u003c\/p\u003e \u003cp\u003eA quick in-service: using praise.\u003c\/p\u003e \u003cp\u003eA quick in-service: questioning technique.\u003c\/p\u003e \u003cp\u003eA quick in-service: lesson objectives.\u003c\/p\u003e \u003cp\u003eA quick in-service: active listening.\u003c\/p\u003e \u003cp\u003eA quick in-service: script-taping.\u003c\/p\u003e \u003cp\u003eObservation instruments.\u003c\/p\u003e \u003cp\u003eSample questions.\u003c\/p\u003e \u003cp\u003eThe \"previous learnings\" tally.\u003c\/p\u003e \u003cp\u003eTime-on-task tally.\u003c\/p\u003e \u003cp\u003eFocusing on objectives.\u003c\/p\u003e \u003cp\u003eWorking within the curriculum.\u003c\/p\u003e \u003cp\u003eCritical question tally sheet.\u003c\/p\u003e \u003cp\u003eUsing understandable language.\u003c\/p\u003e \u003cp\u003eHousekeeping chores.\u003c\/p\u003e \u003cp\u003eHandling interferences tally.\u003c\/p\u003e \u003cp\u003eStudent behavior tally.\u003c\/p\u003e \u003cp\u003eLesson presentation tally.\u003c\/p\u003e \u003cp\u003eWait time tally.\u003c\/p\u003e \u003cp\u003eFeedback to students.\u003c\/p\u003e \u003cp\u003eStudent participation tally.\u003c\/p\u003e \u003cp\u003eProbe and elaboration question tally.\u003c\/p\u003e \u003cp\u003eDecision to reteach tally.\u003c\/p\u003e \u003cp\u003eTeacher movement in classroom tally.\u003c\/p\u003e \u003cp\u003eTeacher movement in classroom tally example.\u003c\/p\u003e \u003cp\u003eGuided and independent practice tally.\u003c\/p\u003e \u003cp\u003eLesson summary tally.\u003c\/p\u003e \u003cp\u003eStudy habit tally.\u003c\/p\u003e \u003cp\u003eModality measure.\u003c\/p\u003e \u003cp\u003eManaging variable levels of ability.\u003c\/p\u003e \u003cp\u003eTeaching different levels of ability tally 1.\u003c\/p\u003e \u003cp\u003eTeaching different levels of ability tally 2.\u003c\/p\u003e \u003cp\u003eGuilford analysis technique.\u003c\/p\u003e \u003cp\u003eUsing praise.\u003c\/p\u003e \u003cp\u003eActive listening tally.\u003c\/p\u003e \u003cp\u003eFinal considerations.\u003c\/p\u003e \u003cp\u003eDeveloping observation instruments.\u003c\/p\u003e \u003cp\u003eSelf-reported observation.\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Jossey-Bass","offers":[{"title":"Brand New","offer_id":52253117710616,"sku":"9780136798125","price":24.28,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780136798125.jpg?v=1781271285","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/administrators-staff-development-activities-kit-paperback-softback-9780136798125","provider":"Freshly Printed Books","version":"1.0","type":"link"}