The term `student-led conference' is almost self-explanatory. A student-led conference is a conference with parents led by the student. The classroom teacher's role becomes that of a facilitator. In a student-led conference, students lead parents through a discussion of their work which is usually organized in a portfolio collection. Typically, several conferences are conducted simultaneously in a classroom with family groups seated far enough apart to allow privacy. The teacher circulates among family groups, stopping long enough to make pertinent comments and answer questions. Students primarily direct the conversation which is focused on their work and classroom behavior. The real power in this innovation is that student-led conferences require students to take most of the responsibility for reporting what they have learned. The authors' goal in writing this book is to help readers understand: * Why it is effective for students to lead a conference * What an effective model for student-led conferences looks like * How to prepare and organize for student-led conferences * How to evaluate the effectiveness of student-led conferences
This book addresses the important assessment themes, provides a perspective from which to view large-scale assessments, and lays the foundation for plausible interpretations of their results.
This book is designed to make developing your portfolio manageable and rewarding. The step-by-step process outlined in the book will enable you to create in a sequential and stress-free manner a Career Advancement Portfolio.
`Refreshing and enlightening! For the teacher concerned about his or her career, the school administrator concerned about staff morale and college instructor concerned about the preparation of aspiring educators' - Dr Jack McKay, Interim Dean, College of Education and Professional Studies, Central Washington University, Ellensburg This book is a guide for professors and practitioners of school administration who are interested in developing strategies to prevent burnout and to revitalize teachers who are experiencing burnout. The book provides a description of the origins and symptoms of burnout, and a personality profile of teachers most susceptible to burnout. In addition, organizational issues and administrative roles that contribute to burnout are identified with suggestions for improvement.
This book will be a valuable organizational tool for both new and experienced principals. Optimum planning means more than assessing the past, the truly effective principal must be a visionary and in July his/her focus should be directed toward developing strategic future plans. Beginning with July, the Principal's Calender provides a month-to-month checklist of tasks that if properly addressed, will make the school year run smoothly from opening to end.
A Comprehensive Guide to New Directions and Practices
The original edition, published in 1995, challenges current teacher evaluation and school practice. The book discusses stages of teacher choice, teacher responsibilities for evaluation, and suggests ways for teachers to become more involved and in control of their own evaluation. Combining information and techniques from his academic studies and evaluation experiences, Kenneth D Peterson presents a coherent, field-tested set of new practices for teacher evaluation. The revised edition adds new chapters on the role of the principal in changed teacher evaluation, how schools can transition from current practice to improved practices, the use of national standards, developments in using pupil achievement data, and puts a new emphasis on developing sociologically. The Internet as a resource for local development is encouraged (67 web sites are recommended as starting points). New resources for local development have been added from extensive field-testing and analysis; forms have been improved and district-level principles have been assembled. Substantial material has been added on the topic of responding to deficient teacher practice. Finally, the research literature has been augmented.
A Comprehensive Guide to New Directions and Practices
The original edition, published in 1995, challenges current teacher evaluation and school practice. The book discusses stages of teacher choice, teacher responsibilities for evaluation, and suggests ways for teachers to become more involved and in control of their own evaluation. Combining information and techniques from his academic studies and evaluation experiences, Kenneth D Peterson presents a coherent, field-tested set of new practices for teacher evaluation. The revised edition adds new chapters on the role of the principal in changed teacher evaluation, how schools can transition from current practice to improved practices, the use of national standards, developments in using pupil achievement data, and puts a new emphasis on developing sociologically. The Internet as a resource for local development is encouraged (67 web sites are recommended as starting points). New resources for local development have been added from extensive field-testing and analysis; forms have been improved and district-level principles have been assembled. Substantial material has been added on the topic of responding to deficient teacher practice. Finally, the research literature has been augmented.
The National Commission on Teaching and America's Future
Yearbook of the Politics of Education Association. This is an educational policy book for students and researchers, and anyone interested in teacher education reform.
