Tucker, Catlin R.

"provides teachers with strategies to actively engage students in setting goals, monitoring development, reflecting on growth, using feedback, assessing work quality, and communicating their progress with parents. It includes practical strategies for teachers who are overwhelmed by their workloads, vignettes written by teachers across disciplines, ready-to-use templates to help students track their progress, stories from the author's experience as a teacher and blended learning coach"--Provided by publisher.

Offers strategies for improving student achievement in fourth through twelfth grade through the mix of traditional classroom instruction and online learning.

Offers strategies for improving student achievement in fourth through twelfth grade through the mix of traditional classroom instruction and online learning.

"This book will establish the need for rethinking professional development in schools/districts shifting from traditional instruction to blended learning. It limits the scope of the conversation about professional development to three elements: targeted training, 1:1 coaching, and participation in a personal learning community with non-evaluative peer feedback. This book helps school leaders think about and articulate a long-term professional development plan and emphasizes the importance of creating a "coaching culture" where experimentation and failure are celebrated, which is particularly important when it comes to using technology. The bulk of the book will be dedicated to the blended learning coaching cycle Catlin suggests coaches use when working with teachers. Conversation & Goal Setting Initial observation & Debrief Co-lesson Planning Real-time Coaching Co-teaching Document, Reflect & Revisit Goals Additionally, there will be a section on coaching a larger group on blended learning models using the models themselves and a section on virtual coaching using video combined with online conversations. Finally, the book will introduce a plan for gradually releasing the ownership of professional learning over to the teachers in the form of personal learning communities (PLCs) and non-evaluative peer coaching" --.

"Demonstrates the advantages a blended [learning] model has over traditional instruction when technology is used to engage students both inside the classroom and online"--Back cover.