Teacher supervision & evaluation: theory into practice
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Hoboken, NJ
Wiley
2008
|
| Ausgabe: | 2. ed. |
| Schriftenreihe: | Wiley Jossey-Bass education
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVIII, 301 S. |
| ISBN: | 9780470084052 |
Internformat
MARC
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| 245 | 1 | 0 | |a Teacher supervision & evaluation |b theory into practice |c James Nolan ; Linda A. Hoover |
| 246 | 1 | 3 | |a Teacher supervision and evaluation |
| 250 | |a 2. ed. | ||
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| 300 | |a XVIII, 301 S. | ||
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Datensatz im Suchindex
| _version_ | 1804137204414414848 |
|---|---|
| adam_text | CONTENTS
PREFACE vii
PARTI
FOUNDATIONS
CHAPTER
1
UNDERSTANDING THE COMPONENTS OF A COMPREHENSIVE
TEACHER
SUPERVISION AND
EVALUATION SYSTEM
1______________________
Guiding Questions for Prereading Reflection and Journaling
1
Teacher Supervision and Evaluation: Historical Roots
2
Teacher Supervision and Evaluation: Separate, Essential, Complementary Functions
Basic Purpose
7
Rationale
8
Scope
9
Nature of the Relationship
11
The Focus for Data Collection
11
The Role of Expertise
12
Teacher s Perspective
13
Summary
14
Criteria for High-Quality Supervision and Evaluation Systems
15
Chapter Summary
21
Discussion Questions
22
Theory-Into-Practice Applications
22
References
23
Suggestions for Further Reading and Research
23
PART»
__________________________________________________________
CLASSROOM-BASED SUPERVISION
AND COACHING STRATEGIES
CHAPTER
2
KEY CONCEPTS AND SKILLS IN CLASSROOM SUPERVISION
24
Guiding Questions for Prereading Reflection and Journaling
25
Building Trust and Positive Communication
25
XIII
XIV CONTENTS
Uncovering Espoused Platforms and Platforms in Use
27
Encouraging Continuous Reflection and Inquiry Into Teaching
32
Collecting Systematic Data
34
Data Collection Devices
35
Interpreting and Making Use of the Data
43
Conferencing
47
The Preobservation Conference
47
The
Postobservation
Conference
51
Cycle Evaluation
52
Fostering a Professional Learning Community
52
Classroom-Based Supervision and Coaching as a Cyclical Process
54
Chapter Summary
55
Discussion Questions
55
Theory-Into-Practice Applications
56
References
56
Suggestions for Further Reading and Research
56
CHAPTER
3
PEER COACHING
58______________________________________
Guiding Questions for Prereading Reflection and
Journaling
58
Assumptions About Peer Coaching
58
What Is Peer Coaching?
60
Why Peer Coaching Is Important as Part of a Comprehensive System of Teacher
Supervision and Evaluation
61
Fostering the Conditions That Support Adults as Learners
62
Taking into Account the Impact of Teacher Career Stages on Effective
Supervisory Practice
66
Building in More Time for Administrators to Focus on Teachers Who Truly
Need Assistance
69
Peer Coaching in Action: The Cycle Revisited
69
Sample Peer Coaching Cycle
71
The Principal s Role in Peer Coaching
73
Implementing and Sustaining a Successful Peer-Coaching Program
75
Chapter Summary
76
Discussion Questions
77
Theory-Into-Practice Applications
77
Case Study
77
References
78
Suggestions for Further Reading and Research
79
PARTIU
_______________________________________________________
DIFFERENTIATED SUPERVISION STRATEGIES ~~~
CHAPTER
4
SELF-DIRECTED TEACHER GROWTH
80
Guiding Questions for Prereading Reflection and
Journaling
80
What Is Self-Directed Teacher Growth?
81
Self-Directed Teacher Growth as Job-Embedded Learning
81
The Initial Step: Goal Setting
82
The Second Step: Formulating and Implementing an Action Plan
85
The Principal as Facilitator of the Self-Directed Growth Option
87
CONTENTS
XV
Options to Promote Self-Directed Growth
90
Projects Related to Curriculum, Instruction, or Assessment
91
Reflective Journals
94
Grant Writing and Implementation Applicable to the Classroom
96
Training of Trainers Model
97
Summary
97
Successfully Implementing the Self-Directed Growth Options
98
Chapter Summary
99
Discussion Questions
99
Theory-Into-Practice Applications
99
Case Study
100
References
101
Suggestions for Further Reading and Research
101
CHAPTERS ACTION RESEARCH
102
Guiding Questions for Prereading Reflection and
Journaling
102
Purpose and Benefits of Action Research
103
History and Definition
103
Types of Action Research
104
Benefits of Action Research
108
The Process of Action Research
111
Identifying and Refining Questions
112
Developing an Action Research Plan
115
Data Collection
117
Reading the Literature
121
Interpreting the Data and Drawing Conclusions and Implications
122
Facilitating Action Research as a Component of the Supervision System
124
Initiating the Process
124
Sustaining the Process
126
Celebrating the Process
126
Administering the Process
127
Chapter Summary
129
Discussion Questions
129
Theory-Into-Practice Applications
129
Case Study
130
References
132
Suggestions for Further Reading and Research
133
Online Reports of Teacher Research
133
CHAPTER
6
COLLEGIAL
DEVELOPMENT GROUPS
134_______________
Guiding Questions for Prereading Reflection and
Journaling
135
Introduction to
Collégial
Development Groups
135
Types of
Collégial
Development Groups
136
Benefits of
Collégial
Development Groups
137
Study Groups
140
Topics and Norms
141
Meeting Structure
142
Roles
143
Case
6.1
Middle School Teacher Study Group
144
Critical Friends Groups
146
XVI
CONTENTS
Examining
Student
Work
147
Examining Teacher Practice and Thinking
148
Lesson Study Groups
151
Principles of Lesson Study
152
Lesson Study Process
153
Facilitating
Collégial
Development Groups as a Teacher Supervision
Process
155
Logistical Considerations
155
Administering the Process
156
Chapter Summary
157
Case
6.2
Critical Friends Group Protocol
158
Discussion Questions
160
Theory-Into-Practice Applications
161
References
162
Suggestions for Further Reading and Research
163
Additional Resources
163
FART IV
________________________________________________________________
TEACHER EVALUATION
CHAPTER
7
STANDARDS FOR EFFECTIVE TEACHING AND TEACHER
EVALUATION
164________________________________________________
Guiding Questions for Prereading Reflection and
Journaling
165
Basic Principles of Teacher Evaluation
165
Standards for Effective Teaching
173
The Search for the Universal Model of Effectiveness
173
Existing Standards for Assessing Teaching
174
Suggested Evaluation Standards
177
Chapter Summary
180
Discussion Questions
181
Theory into Practice Applications
181
References
181
Suggestions for Further Reading and Research
182
CHAPTER
8
PROCEDURES FOR EVIDENCE-BASED TEACHER
EVALUATION
183
Guiding Questions for Prereading Reflection and Journaling
183
Teacher Evaluation Procedures
184
Stakeholder Roles
185
Data Sources
186
Compiling the Data: The Evaluation Process
191
Making the Summative Evaluation Judgment
195
Chapter Summary
198
Discussion Questions
198
Theory into Practice Applications
199
References
199
Suggestions for Further Reading and Research
199
CONTENTS XVII
PART V
SPECIAL CASES IN SUPERVISION AND EVALUATION
CHAPTER
9
SUPERVISION AND EVALUATION OF THE PRESERVICE
TEACHER
200
Guiding Questions for Prereading Reflection and Journaling
201
Why Are Preservice Teachers a Special Case in Supervision and Evaluation?
201
Supervising Preservice Teachers: Facilitating Practical Knowledge and Reflection
204
Engaging in the Preobservation Conference
205
Engaging in the
Postobservation
Conference
206
Using a Videotape Analysis
209
Encouraging Continuous Reflection Through Electronic Growth Portfolios and
Online Professional Learning Communities
211
Evaluation of Preservice Teacher Performance
212
Issues and Considerations
213
Standards of Performance
214
Evaluation Procedures
218
Failure in Student Teaching
220
Chapter Summary
222
Discussion Questions
222
Theory-Into-Practice Applications
223
References
223
Suggestions for Further Reading and Research
224
CHAPTER
10
SUPERVISION AND EVALUATION OF THE NOVICE TEACHER
225
Guiding Questions for Prereading Reflection and Journaling 22S
Why Are Novice Teachers a Special Case in Supervision and Evaluation?
226
Supervising Novice Teachers Through Mentoring
227
The Role of Mentors: Meeting the Needs of Novice Teachers
227
Mentor Selection and Professional Development
228
Using a Professional Portfolio to Support Novice Teacher Supervision
231
The Professional Portfolio: Artifacts and Reflective Statements
232
Supervision After the First Year: Now What?
237
Evaluation of Novice Teachers
237
Basic Issues and Considerations
237
Evaluation Standards
239
Evaluation Procedures
239
Chapter Summary
243
Discussion Questions
243
Theory-Into-Practice Applications
244
References
245
Suggestions for Further Reading and Research
245
CHAPTER
11
SUPERVISION AND EVALUATION
OF THE MARGINAL TEACHER
247
Guiding Questions for Prereading Reflection and Journaling
247
Why Are Marginal Teachers a Special Case in Supervisory Practice?
249
XVIII
CONTENTS
The Paradoxical Process: Laying the Groundwork for Remediation or Dismissal
249
Legal Considerations
251
Beginning the Process: Initial Notification
253
Supervision of the Marginal Teacher: Intensive Assistance
255
Conducting Preobservation and
Postobservation
Conferences
255
Assembling a Support Team and Developing an Intensive Assistance Plan
256
Evaluation of the Marginal Teacher
259
Roles and Data Sources
259
Evaluation Standards
260
Evaluation Procedures
260
When Remediation Does Not Work: Removing the Marginal Teacher
262
Responses to Continued Unsatisfactory Performance
263
Crossing the Legal T s and Dotting the Legal
ľs
265
Chapter Summary
266
Discussion Questions
266
Theory-Into-Practice Applications
267
References
267
Suggestions for Further Reading and Research
267
PARTVt
_________________________________________________________
SUPERVISION AND EVALUATION:
TRANSFORMING THE SYSTEM
CHAPTER
12
DEVELOPING YOUR OWN SYSTEM OF TEACHER
SUPERVISION AND EVALUATION
268____________________________________
Guiding Questions for Prereading Reflection and
Journaling
268
Initiating the Process: Forming a Task Force to Investigate Supervision and
Evaluation
269
Fashioning a System to Meet the District s Needs: The Strategic Plan
272
Supporting the System: Implementing and Sustaining the System Through Ongoing
Professional Development
276
Maintaining the System: Learning Through Periodic Evaluation
276
Case Study
278
Chapter Summary
281
Discussion Questions
281
Theory-Into-Practice Applications
281
References
282
Suggestions for Further Reading and Research
282
APPENDIX A: A Word or Classroom Walk-Throughs
283
APPENDIX B: Educational Leadership Constituent Council Standards
286
INDEX
295
|
| adam_txt |
CONTENTS
PREFACE vii
PARTI
FOUNDATIONS
CHAPTER
1
UNDERSTANDING THE COMPONENTS OF A COMPREHENSIVE
TEACHER
SUPERVISION AND
EVALUATION SYSTEM
1_
Guiding Questions for Prereading Reflection and Journaling
1
Teacher Supervision and Evaluation: Historical Roots
2
Teacher Supervision and Evaluation: Separate, Essential, Complementary Functions
Basic Purpose
7
Rationale
8
Scope
9
Nature of the Relationship
11
The Focus for Data Collection
11
The Role of Expertise
12
Teacher's Perspective
13
Summary
14
Criteria for High-Quality Supervision and Evaluation Systems
15
Chapter Summary
21
Discussion Questions
22
Theory-Into-Practice Applications
22
References
23
Suggestions for Further Reading and Research
23
PART»
_
CLASSROOM-BASED SUPERVISION
AND COACHING STRATEGIES
CHAPTER
2
KEY CONCEPTS AND SKILLS IN CLASSROOM SUPERVISION
24
Guiding Questions for Prereading Reflection and Journaling
25
Building Trust and Positive Communication
25
XIII
XIV CONTENTS
Uncovering Espoused Platforms and Platforms in Use
27
Encouraging Continuous Reflection and Inquiry Into Teaching
32
Collecting Systematic Data
34
Data Collection Devices
35
Interpreting and Making Use of the Data
43
Conferencing
47
The Preobservation Conference
47
The
Postobservation
Conference
51
Cycle Evaluation
52
Fostering a Professional Learning Community
52
Classroom-Based Supervision and Coaching as a Cyclical Process
54
Chapter Summary
55
Discussion Questions
55
Theory-Into-Practice Applications
56
References
56
Suggestions for Further Reading and Research
56
CHAPTER
3
PEER COACHING
58_
Guiding Questions for Prereading Reflection and
Journaling
58
Assumptions About Peer Coaching
58
What Is Peer Coaching?
60
Why Peer Coaching Is Important as Part of a Comprehensive System of Teacher
Supervision and Evaluation
61
Fostering the Conditions That Support Adults as Learners
62
Taking into Account the Impact of Teacher Career Stages on Effective
Supervisory Practice
66
Building in More Time for Administrators to Focus on Teachers Who Truly
Need Assistance
69
Peer Coaching in Action: The Cycle Revisited
69
Sample Peer Coaching Cycle
71
The Principal's Role in Peer Coaching
73
Implementing and Sustaining a Successful Peer-Coaching Program
75
Chapter Summary
76
Discussion Questions
77
Theory-Into-Practice Applications
77
Case Study
77
References
78
Suggestions for Further Reading and Research
79
PARTIU
_
DIFFERENTIATED SUPERVISION STRATEGIES ~~~
CHAPTER
4
SELF-DIRECTED TEACHER GROWTH
80
Guiding Questions for Prereading Reflection and
Journaling
80
What Is Self-Directed Teacher Growth?
81
Self-Directed Teacher Growth as Job-Embedded Learning
81
The Initial Step: Goal Setting
82
The Second Step: Formulating and Implementing an Action Plan
85
The Principal as Facilitator of the Self-Directed Growth Option
87
CONTENTS
XV
Options to Promote Self-Directed Growth
90
Projects Related to Curriculum, Instruction, or Assessment
91
Reflective Journals
94
Grant Writing and Implementation Applicable to the Classroom
96
Training of Trainers Model
97
Summary
97
Successfully Implementing the Self-Directed Growth Options
98
Chapter Summary
99
Discussion Questions
99
Theory-Into-Practice Applications
99
Case Study
100
References
101
Suggestions for Further Reading and Research
101
CHAPTERS ACTION RESEARCH
102
Guiding Questions for Prereading Reflection and
Journaling
102
Purpose and Benefits of Action Research
103
History and Definition
103
Types of Action Research
104
Benefits of Action Research
108
The Process of Action Research
111
Identifying and Refining Questions
112
Developing an Action Research Plan
115
Data Collection
117
Reading the Literature
121
Interpreting the Data and Drawing Conclusions and Implications
122
Facilitating Action Research as a Component of the Supervision System
124
Initiating the Process
124
Sustaining the Process
126
Celebrating the Process
126
Administering the Process
127
Chapter Summary
129
Discussion Questions
129
Theory-Into-Practice Applications
129
Case Study
130
References
132
Suggestions for Further Reading and Research
133
Online Reports of Teacher Research
133
CHAPTER
6
COLLEGIAL
DEVELOPMENT GROUPS
134_
Guiding Questions for Prereading Reflection and
Journaling
135
Introduction to
Collégial
Development Groups
135
Types of
Collégial
Development Groups
136
Benefits of
Collégial
Development Groups
137
Study Groups
140
Topics and Norms
141
Meeting Structure
142
Roles
143
Case
6.1
Middle School Teacher Study Group
144
Critical Friends Groups
146
XVI
CONTENTS
Examining
Student
Work
147
Examining Teacher Practice and Thinking
148
Lesson Study Groups
151
Principles of Lesson Study
152
Lesson Study Process
153
Facilitating
Collégial
Development Groups as a Teacher Supervision
Process
155
Logistical Considerations
155
Administering the Process
156
Chapter Summary
157
Case
6.2
Critical Friends Group Protocol
158
Discussion Questions
160
Theory-Into-Practice Applications
161
References
162
Suggestions for Further Reading and Research
163
Additional Resources
163
FART IV
_
TEACHER EVALUATION
CHAPTER
7
STANDARDS FOR EFFECTIVE TEACHING AND TEACHER
EVALUATION
164_
Guiding Questions for Prereading Reflection and
Journaling
165
Basic Principles of Teacher Evaluation
165
Standards for Effective Teaching
173
The Search for the Universal Model of Effectiveness
173
Existing Standards for Assessing Teaching
174
Suggested Evaluation Standards
177
Chapter Summary
180
Discussion Questions
181
Theory into Practice Applications
181
References
181
Suggestions for Further Reading and Research
182
CHAPTER
8
PROCEDURES FOR EVIDENCE-BASED TEACHER
EVALUATION
183
Guiding Questions for Prereading Reflection and Journaling
183
Teacher Evaluation Procedures
184
Stakeholder Roles
185
Data Sources
186
Compiling the Data: The Evaluation Process
191
Making the Summative Evaluation Judgment
195
Chapter Summary
198
Discussion Questions
198
Theory into Practice Applications
199
References
199
Suggestions for Further Reading and Research
199
CONTENTS XVII
PART V
SPECIAL CASES IN SUPERVISION AND EVALUATION
CHAPTER
9
SUPERVISION AND EVALUATION OF THE PRESERVICE
TEACHER
200
Guiding Questions for Prereading Reflection and Journaling
201
Why Are Preservice Teachers a Special Case in Supervision and Evaluation?
201
Supervising Preservice Teachers: Facilitating Practical Knowledge and Reflection
204
Engaging in the Preobservation Conference
205
Engaging in the
Postobservation
Conference
206
Using a Videotape Analysis
209
Encouraging Continuous Reflection Through Electronic Growth Portfolios and
Online Professional Learning Communities
211
Evaluation of Preservice Teacher Performance
212
Issues and Considerations
213
Standards of Performance
214
Evaluation Procedures
218
Failure in Student Teaching
220
Chapter Summary
222
Discussion Questions
222
Theory-Into-Practice Applications
223
References
223
Suggestions for Further Reading and Research
224
CHAPTER
10
SUPERVISION AND EVALUATION OF THE NOVICE TEACHER
225
Guiding Questions for Prereading Reflection and Journaling 22S
Why Are Novice Teachers a Special Case in Supervision and Evaluation?
226
Supervising Novice Teachers Through Mentoring
227
The Role of Mentors: Meeting the Needs of Novice Teachers
227
Mentor Selection and Professional Development
228
Using a Professional Portfolio to Support Novice Teacher Supervision
231
The Professional Portfolio: Artifacts and Reflective Statements
232
Supervision After the First Year: Now What?
237
Evaluation of Novice Teachers
237
Basic Issues and Considerations
237
Evaluation Standards
239
Evaluation Procedures
239
Chapter Summary
243
Discussion Questions
243
Theory-Into-Practice Applications
244
References
245
Suggestions for Further Reading and Research
245
CHAPTER
11
SUPERVISION AND EVALUATION
OF THE MARGINAL TEACHER
247
Guiding Questions for Prereading Reflection and Journaling
247
Why Are Marginal Teachers a Special Case in Supervisory Practice?
249
XVIII
CONTENTS
The Paradoxical Process: Laying the Groundwork for Remediation or Dismissal
249
Legal Considerations
251
Beginning the Process: Initial Notification
253
Supervision of the Marginal Teacher: Intensive Assistance
255
Conducting Preobservation and
Postobservation
Conferences
255
Assembling a Support Team and Developing an Intensive Assistance Plan
256
Evaluation of the Marginal Teacher
259
Roles and Data Sources
259
Evaluation Standards
260
Evaluation Procedures
260
When Remediation Does Not Work: Removing the Marginal Teacher
262
Responses to Continued Unsatisfactory Performance
263
Crossing the Legal T's and Dotting the Legal
ľs
265
Chapter Summary
266
Discussion Questions
266
Theory-Into-Practice Applications
267
References
267
Suggestions for Further Reading and Research
267
PARTVt
_
SUPERVISION AND EVALUATION:
TRANSFORMING THE SYSTEM
CHAPTER
12
DEVELOPING YOUR OWN SYSTEM OF TEACHER
SUPERVISION AND EVALUATION
268_
Guiding Questions for Prereading Reflection and
Journaling
268
Initiating the Process: Forming a Task Force to Investigate Supervision and
Evaluation
269
Fashioning a System to Meet the District's Needs: The Strategic Plan
272
Supporting the System: Implementing and Sustaining the System Through Ongoing
Professional Development
276
Maintaining the System: Learning Through Periodic Evaluation
276
Case Study
278
Chapter Summary
281
Discussion Questions
281
Theory-Into-Practice Applications
281
References
282
Suggestions for Further Reading and Research
282
APPENDIX A: A Word or Classroom Walk-Throughs
283
APPENDIX B: Educational Leadership Constituent Council Standards
286
INDEX
295 |
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| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV022958769 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T19:03:50Z |
| indexdate | 2024-07-09T21:08:35Z |
| institution | BVB |
| isbn | 9780470084052 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016163160 |
| oclc_num | 181072721 |
| open_access_boolean | |
| owner | DE-29 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-355 DE-BY-UBR |
| physical | XVIII, 301 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Wiley |
| record_format | marc |
| series2 | Wiley Jossey-Bass education |
| spelling | Nolan, James F. Verfasser aut Teacher supervision & evaluation theory into practice James Nolan ; Linda A. Hoover Teacher supervision and evaluation 2. ed. Hoboken, NJ Wiley 2008 XVIII, 301 S. txt rdacontent n rdamedia nc rdacarrier Wiley Jossey-Bass education Lehrer School supervision Teachers Rating of Teaching Evaluation Lehrer (DE-588)4035088-5 gnd rswk-swf Evaluation (DE-588)4071034-8 gnd rswk-swf Supervision (DE-588)4058640-6 gnd rswk-swf Lehrer (DE-588)4035088-5 s Supervision (DE-588)4058640-6 s DE-604 Evaluation (DE-588)4071034-8 s 1\p DE-604 Hoover, Linda A. Verfasser aut Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016163160&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Nolan, James F. Hoover, Linda A. Teacher supervision & evaluation theory into practice Lehrer School supervision Teachers Rating of Teaching Evaluation Lehrer (DE-588)4035088-5 gnd Evaluation (DE-588)4071034-8 gnd Supervision (DE-588)4058640-6 gnd |
| subject_GND | (DE-588)4035088-5 (DE-588)4071034-8 (DE-588)4058640-6 |
| title | Teacher supervision & evaluation theory into practice |
| title_alt | Teacher supervision and evaluation |
| title_auth | Teacher supervision & evaluation theory into practice |
| title_exact_search | Teacher supervision & evaluation theory into practice |
| title_exact_search_txtP | Teacher supervision & evaluation theory into practice |
| title_full | Teacher supervision & evaluation theory into practice James Nolan ; Linda A. Hoover |
| title_fullStr | Teacher supervision & evaluation theory into practice James Nolan ; Linda A. Hoover |
| title_full_unstemmed | Teacher supervision & evaluation theory into practice James Nolan ; Linda A. Hoover |
| title_short | Teacher supervision & evaluation |
| title_sort | teacher supervision evaluation theory into practice |
| title_sub | theory into practice |
| topic | Lehrer School supervision Teachers Rating of Teaching Evaluation Lehrer (DE-588)4035088-5 gnd Evaluation (DE-588)4071034-8 gnd Supervision (DE-588)4058640-6 gnd |
| topic_facet | Lehrer School supervision Teachers Rating of Teaching Evaluation Evaluation Supervision |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016163160&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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