Rather than more programs, strategies, assessments, and meetings, teachers need more clarity, which emerges when we prioritize our efforts to do less with greater focus.
Rather than more programs, strategies, assessments, and meetings, teachers need more clarity, which emerges when we prioritize our efforts to do less with greater focus.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Tony Frontier is an award-winning educator who works with teachers and school leaders nationally and internationally to help them prioritize efforts to improve student learning. With expertise in student engagement, evidence-based assessment, effective instruction, teacher reflection, data analysis, and strategic planning, Frontier emphasizes a systems approach to build capacity and empower teachers to improve each student's schooling experience. In addition to his work as an author and a consultant, Frontier serves as an associate professor of doctoral leadership studies at Cardinal Stritch University in Milwaukee, Wisconsin, where he teaches courses in curriculum development, organizational learning, research methods, and statistics. As a former classroom teacher in Milwaukee Public Schools, an associate high school principal, and the director of curriculum and instruction for the Whitefish Bay School District, Frontier brings a wealth of experience as a classroom teacher, building administrator, and central office administrator to his workshops, writing, and research.
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