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Introduction xix

The Questions for Life questioning strategies introduced in Chapter 5 are fully described in relation to facilitating both teacher and student learning, including specifc examples and key language.

Chapter 7 shows how the backwards-planning process fnds its success by implementing forward when designing staff development. Using an analogy of the difference between Web 1.0 and Web 2.0, we show how tracing the needs and behaviors of teachers can drive the training created by staff developers. We endeavor to show how the role of staff develop-ment dovetails with instructional coaching as instructional coaches work with principals and school leaders, educators, and peer coaches, whether in training programs or Professional Learning Communities. As the focus shifts to student behaviors, staff-development training shifts to producing teacher behaviors that will elicit desirable student conduct.

Finally, in Chapter 8 we return to fully focusing on students and the importance of student learning behaviors. Methods to increase the involvement and responsibility of students in their own learning are explored by stretching beyond the confnes of traditional teaching and thinking. A day in the life of backwards planning is visualized, along with methods teachers can use to alter or augment their teaching to continually raise the bar and translate student learning behaviors into suc-cessful student achievement.

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