Creating Conditions for Professional Development
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Learning Circles by Michelle Collay
Book Description'A fine blend of analysis and highly practical advice. Useful for anyone interested in the professional development of teachers as a collaborative learning process' - Stephen Brookfield, Professor University of St Thomas, St Paul, Minnesota This book is a description of the conditions necessary for 'doing' reflective practice. The authors give clear lines for starting - whether in a schoolwide effort, or in a single department or year.
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Book DetailsISBN: 9780803966765
(229mm x 152mm x 9mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 1-Sep-1998
Country of Publication: United States
Books By Author Michelle Collay
Everyday Teacher Leadership, Paperback (May 2011)
The essential guidelines for leading effective change in your school From an education expert comes a much-needed resource that gives teacher leaders the strategies and tools they need to improve their practice and assume new leadership roles in their schools.
Constructivist Learning Design, Paperback (February 2006)
Use the Constructivist Learning Design (CLD) six-step planning framework to engage students in constructivist learning events that meet standards-based outcomes.
Designing for Learning, Paperback (February 2001)
Introducing CLD - Constructivist Learning Design - a new and different way of thinking about learning and teaching.
Who Will Save Our Schools?, Paperback (January 1996)» View all books by Michelle Collay
Illustrating their work with vignettes of the activities of such leaders, the authors of this book create a clear picture of constructivist teaching and leadership.
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Author Biography - Michelle Collay
Michelle Collay is a School Coach for the Bay Area Coalition for Equitable Schools (BayCES) in Oakland, California, a private non-profit organization supporting urban small school initiatives. She supports school leader development and coordinates classroom-based teacher inquiry for the purposes of improving student achievement. Previously, she worked as a faculty member and administrator in teacher preparation and graduate teacher education in public and private universities. Collay conducts seminars and workshops about professional learning communities, constructivist learning design, and portfolio development. Before completing doctoral studies in Curriculum and Instruction at the University of Oregon, she taught music and mathematics in elementary and junior high school and continues to play the bassoon in local ensembles. She and her husband, George Gagnon, write, teach, and parent together and are parent leaders in their children's neighborhood school in Oakland. George W. Gagnon, Jr. is the Director of K-12 Partnerships in the College of Engineering at the University of California, Berkeley. He works with teacher and parent partners to support students who would be the first generation in their family to be engineers or scientists. George uses Math Models he has designed to support students in developing a conceptual understanding of mathematics. George has studied learning for thirty years as a teacher, principal, and teacher educator. Now he applies his research on constructivist learning design, appropriate assessment, and learning communities to encourage educational equity in urban public schools. George and Michelle live in Oakland, California, and are actively involved with the neighborhood public schools their children attend.
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