Focus on teaching: using video cameras for high-impact instruction = Using video cameras for high-impact instruction
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Thousand oaks
Corwin sage
2014
Thousand Oaks, California Corwin 2014 |
| Subjects: | |
| Item Description: | A joint publication between Corwin and Leaningforward Print version record |
| Physical Description: | 1 online resource (xvi, 165 pages) illustrations |
| ISBN: | 9781483344119 1483344118 |
Staff View
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV044360781 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 170620s2014 |||| o||u| ||||||eng d | ||
| 020 | |a 9781483344119 |9 978-1-4833-4411-9 | ||
| 020 | |a 1483344118 |9 1-4833-4411-8 | ||
| 035 | |a (ZDB-4-NLEBK)ocn945976570 | ||
| 035 | |a (OCoLC)945976570 | ||
| 035 | |a (DE-599)BVBBV044360781 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 082 | 0 | |a 371.1 |2 23 | |
| 100 | 1 | |a Knight, Jim |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Focus on teaching |b using video cameras for high-impact instruction = Using video cameras for high-impact instruction |c Jim Knight |
| 246 | 1 | 3 | |a Using video cameras for high-impact instruction |
| 246 | 1 | 1 | |a Using video cameras for high-impact instruction |
| 264 | 1 | |a Thousand oaks |b Corwin sage |c 2014 | |
| 264 | 1 | |a Thousand Oaks, California |b Corwin |c 2014 | |
| 264 | 4 | |c © 2014 | |
| 300 | |a 1 online resource (xvi, 165 pages) |b illustrations | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a A joint publication between Corwin and Leaningforward | ||
| 500 | |a Print version record | ||
| 505 | 8 | |a Machine generated contents note: ch. 1 The Power of Video -- Micro Cameras Are an Example of "Disruptive Technology" -- Why Are Micro Cameras a "Disruptive" Innovation? -- Why Video Is Important -- Accountability and Autonomy -- What Do We Mean by Autonomy? -- What Is Accountability? -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 2 Getting Started With Video-Enhanced Professional Development -- Getting Started -- Guidelines for Success -- 1. Establish Trust -- 2. Make Participation a Choice -- 3. Focus on Intrinsic Motivation and Safety -- 4. Establish Boundaries -- 5. Walk the Talk -- 6. Go Slow to Go Fast -- Setting Up Video-Enhanced Professional Development: Practical Concerns -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 3 Instructional Coaches -- Video-Enhanced Instructional Coaching -- Video Increases Trust -- Video Facilitates Partnership Coaching -- Video and the Components of Instructional Coaching -- 1. Enroll -- 2. Identify | |
| 505 | 8 | |a Contents note continued: 3. Explain and Mediate -- 4. Model -- 5. Observe -- 6. Explore -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 4 Teachers Using Cameras to Coach Themselves -- Decide Where to Point the Camera -- Film a Class -- First Watch -- Second Watch -- Watch Yourself -- Watch Your Students -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 5 Video Learning Teams (VLTs) -- Setting Up Video Learning Teams: Creating Psychologically Safe Environments -- 1. Establish Team Leadership -- 2. Select Team Members Carefully -- 3. Establish Team Values -- 4. Develop a Learning Process -- 5. Use Effective Communication Strategies -- 6. Set Goals -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 6 Principals -- Video-Enhanced Teacher Evaluation -- Why Video-Enhanced Teacher Evaluation Works -- Fostering Implementation -- 1. Walk the Talk -- 2. Shape Culture -- 3. Fight for Resources -- 4. Develop Deep Knowledge -- 5. Employ Partnership Leadership | |
| 505 | 8 | |a Contents note continued: Turning Ideas Into Action -- To Sum Up -- Going Deeper | |
| 505 | 8 | |a Professional athletes improve their performance by watching videos of themselves and others in action. Educators can do the same! Jim Knight presents a clear process for using video to promote professional growth and teacher effectiveness. With online clips of educators modeling and discussing how they use videos for professional learning, this book shows how videos can help educators: * Maximize the effectiveness of instructional coaching, PLCs, and authentic teacher evaluation * Encourage self-coaching and peer-coaching * Develop a shared understanding of what quality teaching really looks like | |
| 650 | 7 | |a Audio-visual education |2 fast | |
| 650 | 7 | |a Digital video |2 fast | |
| 650 | 7 | |a Teachers / In-service training |2 fast | |
| 650 | 7 | |a Teachers / Professional relationships |2 fast | |
| 650 | 7 | |a Video tapes in education |2 fast | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 4 | |a Lehrer | |
| 650 | 4 | |a Teachers |x Professional relationships |a Teachers |x In-service training |a Audio-visual education |a Video tapes in education |a Digital video | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Knight, Jim |t Focus on teaching |d Thousand oaks : Corwin sage, 2014 |z 9781483344126 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029763412 | ||
Record in the Search Index
| _version_ | 1804177608479342592 |
|---|---|
| any_adam_object | |
| author | Knight, Jim |
| author_facet | Knight, Jim |
| author_role | aut |
| author_sort | Knight, Jim |
| author_variant | j k jk |
| building | Verbundindex |
| bvnumber | BV044360781 |
| collection | ZDB-4-NLEBK |
| contents | Machine generated contents note: ch. 1 The Power of Video -- Micro Cameras Are an Example of "Disruptive Technology" -- Why Are Micro Cameras a "Disruptive" Innovation? -- Why Video Is Important -- Accountability and Autonomy -- What Do We Mean by Autonomy? -- What Is Accountability? -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 2 Getting Started With Video-Enhanced Professional Development -- Getting Started -- Guidelines for Success -- 1. Establish Trust -- 2. Make Participation a Choice -- 3. Focus on Intrinsic Motivation and Safety -- 4. Establish Boundaries -- 5. Walk the Talk -- 6. Go Slow to Go Fast -- Setting Up Video-Enhanced Professional Development: Practical Concerns -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 3 Instructional Coaches -- Video-Enhanced Instructional Coaching -- Video Increases Trust -- Video Facilitates Partnership Coaching -- Video and the Components of Instructional Coaching -- 1. Enroll -- 2. Identify Contents note continued: 3. Explain and Mediate -- 4. Model -- 5. Observe -- 6. Explore -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 4 Teachers Using Cameras to Coach Themselves -- Decide Where to Point the Camera -- Film a Class -- First Watch -- Second Watch -- Watch Yourself -- Watch Your Students -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 5 Video Learning Teams (VLTs) -- Setting Up Video Learning Teams: Creating Psychologically Safe Environments -- 1. Establish Team Leadership -- 2. Select Team Members Carefully -- 3. Establish Team Values -- 4. Develop a Learning Process -- 5. Use Effective Communication Strategies -- 6. Set Goals -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 6 Principals -- Video-Enhanced Teacher Evaluation -- Why Video-Enhanced Teacher Evaluation Works -- Fostering Implementation -- 1. Walk the Talk -- 2. Shape Culture -- 3. Fight for Resources -- 4. Develop Deep Knowledge -- 5. Employ Partnership Leadership Contents note continued: Turning Ideas Into Action -- To Sum Up -- Going Deeper Professional athletes improve their performance by watching videos of themselves and others in action. Educators can do the same! Jim Knight presents a clear process for using video to promote professional growth and teacher effectiveness. With online clips of educators modeling and discussing how they use videos for professional learning, this book shows how videos can help educators: * Maximize the effectiveness of instructional coaching, PLCs, and authentic teacher evaluation * Encourage self-coaching and peer-coaching * Develop a shared understanding of what quality teaching really looks like |
| ctrlnum | (ZDB-4-NLEBK)ocn945976570 (OCoLC)945976570 (DE-599)BVBBV044360781 |
| dewey-full | 371.1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.1 |
| dewey-search | 371.1 |
| dewey-sort | 3371.1 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04667nmm a2200529zc 4500</leader><controlfield tag="001">BV044360781</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">170620s2014 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781483344119</subfield><subfield code="9">978-1-4833-4411-9</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1483344118</subfield><subfield code="9">1-4833-4411-8</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)ocn945976570</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)945976570</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044360781</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.1</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Knight, Jim</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Focus on teaching</subfield><subfield code="b">using video cameras for high-impact instruction = Using video cameras for high-impact instruction</subfield><subfield code="c">Jim Knight</subfield></datafield><datafield tag="246" ind1="1" ind2="3"><subfield code="a">Using video cameras for high-impact instruction</subfield></datafield><datafield tag="246" ind1="1" ind2="1"><subfield code="a">Using video cameras for high-impact instruction</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Thousand oaks</subfield><subfield code="b">Corwin sage</subfield><subfield code="c">2014</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Thousand Oaks, California</subfield><subfield code="b">Corwin</subfield><subfield code="c">2014</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xvi, 165 pages)</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">A joint publication between Corwin and Leaningforward</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Print version record</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Machine generated contents note: ch. 1 The Power of Video -- Micro Cameras Are an Example of "Disruptive Technology" -- Why Are Micro Cameras a "Disruptive" Innovation? -- Why Video Is Important -- Accountability and Autonomy -- What Do We Mean by Autonomy? -- What Is Accountability? -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 2 Getting Started With Video-Enhanced Professional Development -- Getting Started -- Guidelines for Success -- 1. Establish Trust -- 2. Make Participation a Choice -- 3. Focus on Intrinsic Motivation and Safety -- 4. Establish Boundaries -- 5. Walk the Talk -- 6. Go Slow to Go Fast -- Setting Up Video-Enhanced Professional Development: Practical Concerns -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 3 Instructional Coaches -- Video-Enhanced Instructional Coaching -- Video Increases Trust -- Video Facilitates Partnership Coaching -- Video and the Components of Instructional Coaching -- 1. Enroll -- 2. Identify</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Contents note continued: 3. Explain and Mediate -- 4. Model -- 5. Observe -- 6. Explore -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 4 Teachers Using Cameras to Coach Themselves -- Decide Where to Point the Camera -- Film a Class -- First Watch -- Second Watch -- Watch Yourself -- Watch Your Students -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 5 Video Learning Teams (VLTs) -- Setting Up Video Learning Teams: Creating Psychologically Safe Environments -- 1. Establish Team Leadership -- 2. Select Team Members Carefully -- 3. Establish Team Values -- 4. Develop a Learning Process -- 5. Use Effective Communication Strategies -- 6. Set Goals -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 6 Principals -- Video-Enhanced Teacher Evaluation -- Why Video-Enhanced Teacher Evaluation Works -- Fostering Implementation -- 1. Walk the Talk -- 2. Shape Culture -- 3. Fight for Resources -- 4. Develop Deep Knowledge -- 5. Employ Partnership Leadership</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Contents note continued: Turning Ideas Into Action -- To Sum Up -- Going Deeper</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Professional athletes improve their performance by watching videos of themselves and others in action. Educators can do the same! Jim Knight presents a clear process for using video to promote professional growth and teacher effectiveness. With online clips of educators modeling and discussing how they use videos for professional learning, this book shows how videos can help educators: * Maximize the effectiveness of instructional coaching, PLCs, and authentic teacher evaluation * Encourage self-coaching and peer-coaching * Develop a shared understanding of what quality teaching really looks like</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Audio-visual education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Digital video</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teachers / In-service training</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teachers / Professional relationships</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Video tapes in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Administration / General</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Organizations & Institutions</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Lehrer</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teachers</subfield><subfield code="x">Professional relationships</subfield><subfield code="a">Teachers</subfield><subfield code="x">In-service training</subfield><subfield code="a">Audio-visual education</subfield><subfield code="a">Video tapes in education</subfield><subfield code="a">Digital video</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="a">Knight, Jim</subfield><subfield code="t">Focus on teaching</subfield><subfield code="d">Thousand oaks : Corwin sage, 2014</subfield><subfield code="z">9781483344126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029763412</subfield></datafield></record></collection> |
| id | DE-604.BV044360781 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:50:47Z |
| institution | BVB |
| isbn | 9781483344119 1483344118 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029763412 |
| oclc_num | 945976570 |
| open_access_boolean | |
| physical | 1 online resource (xvi, 165 pages) illustrations |
| psigel | ZDB-4-NLEBK |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Corwin sage Corwin |
| record_format | marc |
| spelling | Knight, Jim Verfasser aut Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction Jim Knight Using video cameras for high-impact instruction Thousand oaks Corwin sage 2014 Thousand Oaks, California Corwin 2014 © 2014 1 online resource (xvi, 165 pages) illustrations txt rdacontent c rdamedia cr rdacarrier A joint publication between Corwin and Leaningforward Print version record Machine generated contents note: ch. 1 The Power of Video -- Micro Cameras Are an Example of "Disruptive Technology" -- Why Are Micro Cameras a "Disruptive" Innovation? -- Why Video Is Important -- Accountability and Autonomy -- What Do We Mean by Autonomy? -- What Is Accountability? -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 2 Getting Started With Video-Enhanced Professional Development -- Getting Started -- Guidelines for Success -- 1. Establish Trust -- 2. Make Participation a Choice -- 3. Focus on Intrinsic Motivation and Safety -- 4. Establish Boundaries -- 5. Walk the Talk -- 6. Go Slow to Go Fast -- Setting Up Video-Enhanced Professional Development: Practical Concerns -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 3 Instructional Coaches -- Video-Enhanced Instructional Coaching -- Video Increases Trust -- Video Facilitates Partnership Coaching -- Video and the Components of Instructional Coaching -- 1. Enroll -- 2. Identify Contents note continued: 3. Explain and Mediate -- 4. Model -- 5. Observe -- 6. Explore -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 4 Teachers Using Cameras to Coach Themselves -- Decide Where to Point the Camera -- Film a Class -- First Watch -- Second Watch -- Watch Yourself -- Watch Your Students -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 5 Video Learning Teams (VLTs) -- Setting Up Video Learning Teams: Creating Psychologically Safe Environments -- 1. Establish Team Leadership -- 2. Select Team Members Carefully -- 3. Establish Team Values -- 4. Develop a Learning Process -- 5. Use Effective Communication Strategies -- 6. Set Goals -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 6 Principals -- Video-Enhanced Teacher Evaluation -- Why Video-Enhanced Teacher Evaluation Works -- Fostering Implementation -- 1. Walk the Talk -- 2. Shape Culture -- 3. Fight for Resources -- 4. Develop Deep Knowledge -- 5. Employ Partnership Leadership Contents note continued: Turning Ideas Into Action -- To Sum Up -- Going Deeper Professional athletes improve their performance by watching videos of themselves and others in action. Educators can do the same! Jim Knight presents a clear process for using video to promote professional growth and teacher effectiveness. With online clips of educators modeling and discussing how they use videos for professional learning, this book shows how videos can help educators: * Maximize the effectiveness of instructional coaching, PLCs, and authentic teacher evaluation * Encourage self-coaching and peer-coaching * Develop a shared understanding of what quality teaching really looks like Audio-visual education fast Digital video fast Teachers / In-service training fast Teachers / Professional relationships fast Video tapes in education fast EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Lehrer Teachers Professional relationships Teachers In-service training Audio-visual education Video tapes in education Digital video Erscheint auch als Druck-Ausgabe Knight, Jim Focus on teaching Thousand oaks : Corwin sage, 2014 9781483344126 |
| spellingShingle | Knight, Jim Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction Machine generated contents note: ch. 1 The Power of Video -- Micro Cameras Are an Example of "Disruptive Technology" -- Why Are Micro Cameras a "Disruptive" Innovation? -- Why Video Is Important -- Accountability and Autonomy -- What Do We Mean by Autonomy? -- What Is Accountability? -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 2 Getting Started With Video-Enhanced Professional Development -- Getting Started -- Guidelines for Success -- 1. Establish Trust -- 2. Make Participation a Choice -- 3. Focus on Intrinsic Motivation and Safety -- 4. Establish Boundaries -- 5. Walk the Talk -- 6. Go Slow to Go Fast -- Setting Up Video-Enhanced Professional Development: Practical Concerns -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 3 Instructional Coaches -- Video-Enhanced Instructional Coaching -- Video Increases Trust -- Video Facilitates Partnership Coaching -- Video and the Components of Instructional Coaching -- 1. Enroll -- 2. Identify Contents note continued: 3. Explain and Mediate -- 4. Model -- 5. Observe -- 6. Explore -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 4 Teachers Using Cameras to Coach Themselves -- Decide Where to Point the Camera -- Film a Class -- First Watch -- Second Watch -- Watch Yourself -- Watch Your Students -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 5 Video Learning Teams (VLTs) -- Setting Up Video Learning Teams: Creating Psychologically Safe Environments -- 1. Establish Team Leadership -- 2. Select Team Members Carefully -- 3. Establish Team Values -- 4. Develop a Learning Process -- 5. Use Effective Communication Strategies -- 6. Set Goals -- Turning Ideas Into Action -- To Sum Up -- Going Deeper -- ch. 6 Principals -- Video-Enhanced Teacher Evaluation -- Why Video-Enhanced Teacher Evaluation Works -- Fostering Implementation -- 1. Walk the Talk -- 2. Shape Culture -- 3. Fight for Resources -- 4. Develop Deep Knowledge -- 5. Employ Partnership Leadership Contents note continued: Turning Ideas Into Action -- To Sum Up -- Going Deeper Professional athletes improve their performance by watching videos of themselves and others in action. Educators can do the same! Jim Knight presents a clear process for using video to promote professional growth and teacher effectiveness. With online clips of educators modeling and discussing how they use videos for professional learning, this book shows how videos can help educators: * Maximize the effectiveness of instructional coaching, PLCs, and authentic teacher evaluation * Encourage self-coaching and peer-coaching * Develop a shared understanding of what quality teaching really looks like Audio-visual education fast Digital video fast Teachers / In-service training fast Teachers / Professional relationships fast Video tapes in education fast EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Lehrer Teachers Professional relationships Teachers In-service training Audio-visual education Video tapes in education Digital video |
| title | Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction |
| title_alt | Using video cameras for high-impact instruction |
| title_auth | Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction |
| title_exact_search | Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction |
| title_full | Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction Jim Knight |
| title_fullStr | Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction Jim Knight |
| title_full_unstemmed | Focus on teaching using video cameras for high-impact instruction = Using video cameras for high-impact instruction Jim Knight |
| title_short | Focus on teaching |
| title_sort | focus on teaching using video cameras for high impact instruction using video cameras for high impact instruction |
| title_sub | using video cameras for high-impact instruction = Using video cameras for high-impact instruction |
| topic | Audio-visual education fast Digital video fast Teachers / In-service training fast Teachers / Professional relationships fast Video tapes in education fast EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Lehrer Teachers Professional relationships Teachers In-service training Audio-visual education Video tapes in education Digital video |
| topic_facet | Audio-visual education Digital video Teachers / In-service training Teachers / Professional relationships Video tapes in education EDUCATION / Administration / General EDUCATION / Organizations & Institutions Lehrer Teachers Professional relationships Teachers In-service training Audio-visual education Video tapes in education Digital video |
| work_keys_str_mv | AT knightjim focusonteachingusingvideocamerasforhighimpactinstructionusingvideocamerasforhighimpactinstruction AT knightjim usingvideocamerasforhighimpactinstruction |