The first guide to teacher evaluation that is explictly designed for the full inclusion of all learners, this invaluable resource will ultimately increase quality access to the general education curriculum for English Learners and for students with disabilities.
This quick-read guide includes best practices for every stage of hiring, addresses legal issues, shows how to best involve teacher peers, and presents an interview approach that predicts on-the-job success.
Your breakthrough approach to top-notch teacher evaluations! This hands-on professional development guide explores the critical ingredients of communication and trust for success in the new age of teacher evaluation systems. Recognized expert Shelly Arneson provides concrete, proactive strategies to help school leaders: Create and sustain a supportive, honest, and collaborative school culture Foster effective communication and build teacher-principal trust Conduct evidence-based observations and evaluations Hold effective follow-up conversations that nurture teacher growth Promote teacher self-assessment and reflection Includes absorbing real world vignettes, reflection questions, and ample modeling examples for quick success. Before heading into an observation or post-observation conference you'll find quick nuggets of wisdom you can reference again and again. Use this informative guide to transform the teacher evaluation process today! " An absolute essential for any bookshelf of the novice or seasoned administrator. . . . Really hits home on how trust is essential for effective evaluations. . . . The book covers all angles of why trust and evaluations go hand in hand." -Jason Eitner, Superintendent The Lower Alloways Creek School District, Canton Salem, NJ "In order for student growth to make a positive impact you, as the instructional leader, need to make a positive impact with your teachers; this starts with trust and building a better teacher via evaluations. This book will lead you in that direction!" -Elizabeth Alvarez, Principal John C. Dore Elementary School, Chicago, IL
Meaningful teacher evaluation starts with visible student growth Annual standardized test scores cannot provide evidence of student growth needed to evaluate teacher performance. But consider student growth in the form of evidence derived from classroom assessment and you're on to something. For assessment expert Rick Stiggins, this can form the basis for a truly productive teacher evaluation strategy. This revolutionary book helps you bring classroom assessment to bear for real school improvement, with A plan for teacher evaluation based, in part, on dependable evidence of student growth Strategies for improving the assessment literacy of teachers and school leaders Five steps for developing and implementing productive local district assessment systems Practical tools that teachers and their evaluators can put to use immediately In this era of aggressive teacher evaluation reform, where teachers are charged with preparing ALL students to master 21st century proficiencies, the measurement of teacher success must start where learning happens-in the classroom. "Developing a fair, practical, and effective teacher evaluation system is like climbing a high mountain: it's impossible until someone finds a route. That's what Rick does in this book. He identifies the immense challenges associated with using evidence on student learning as the principal criteria in teacher evaluation and then offers practical guidance for overcoming those challenges. He hasn't made the climb easy, but he shows us the way." -Thomas R. Guskey, Professor of Educational Psychology University of Kentucky "Rick Stiggins builds a compelling case for the development of a solid foundation of assessment competence throughout our educational system." -Linda Darling-Hammond, Charles E. Ducommun Professor of Education Stanford University
Teacher professional development (PD) is critical to students' success. This book demonstrates research-based strategies for planning, executing and evaluating the results of PD programs.
Common Core implementation begins with asking the right questions! While the Common Core couldn't be clearer about what to teach, they never quite tackle how to teach. That's what makes Inquiring into the Common Core such an essential resource. It offers teachers an inquiry-based professional development model for achieving greater understanding of the standards themselves, then determining best ways to realize desired outcomes. How exactly does the model work? Teachers take charge of their own professional development by posing questions, or wonderings, to stimulate action and higher-level insight into the big ambitions of the Common Core. At the very same time, they engage in a parallel process of inquiry with their students in service of the very same goals. Assisting teachers along the ways, Inquiring into the Common Core provides tools to systematically study teaching effectiveness while adapting to new standards classroom-ready, student inquiry techniques and strategies to apply within Common Core's framework real life inquiry-implementation examples from a high-need, high-poverty school Ideal for both teams or individual teachers, there's no better resource for laying the groundwork for successful and thought-provoking classroom actualization amid shifting times.
W. James Popham, one of the country's foremost experts in education measurement and evaluation, proposes a commonsense approach to teacher evaluation that utilizes the expertise and professional judgment of master teachers. In this groundbreaking book, Popham: Discusses the strengths and weaknesses of common evaluation systems such as testing, value-added models, and classroom observations Describes a teacher evaluation system based on collegial judgment, in which experienced educators are trained and certified to evaluate teacher performance Provides cases and examples of how collegial judgment represents the most fair, accurate, and rigorous approach to teacher evaluation
Secrets to supervising for instructional improvement! With continual emphasis on student outcomes and state and national standards, supervision of instruction is an indispensable function that inspires good teaching and promotes student learning. More than ever, effective supervision is vital to instructional improvement and this new edition of Supervision That Improves Teaching and Learning pinpoints the strategies and techniques that matter most. Susan Sullivan and Jeffrey Glanz approach supervision as a process for empowering teachers with "super-vision" to see and reflect upon their teaching in a non-judgmental way for improved instructional delivery. Fully updated and revised, this best-selling book features New observation tools centered on diversity and differentiated instruction Pairing tools for the same focus-one to observe the teacher and a second for the students New case studies on alternative approaches to supervision such as learning walks, lesson study, and book groups A new chapter on creating transformational change More on technology topics such as blogs, wikis, online and hybrid courses Scenarios highlighting English Language Learners and exceptional students Summary sheets and observation charts for use in the classroom Reflective microlabs to reinforce material and concepts Featuring 42 qualitative and quantitative observation tools, Supervision That Improves Teaching and Learning encourages hands-on development of essential supervision skills. "Sullivan and Glanz articulate a philosophy of supervision that puts student learning at the center, and puts the focus on talking about teaching (not teachers) in a deep and pragmatic way." -Jeremy Kahan, Assistant Principal Ida Crown Jewish High School Academy, Chicago, IL "This book will certainly prove to be useful as a guide for instructional leaders in both their on-going professional development as well as their daily practice tomorrow. It is not often that we have a book that is well grounded in the theory of instructional leadership while also being practical in its possible applications." -Zach Kelehear, Associate Dean for Academic Affairs College of Education, University of South Carolina
Using Classroom Assessment to Maximize Student Learning
This is a book for teachers and school leaders on formative assessmentui.e., assessment as learninguwhere assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them.Defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. Addresses assessment in the context of what learning is Shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning Explores how teachers can make the shift to formative assessment by engaging in conceptual change
