Title:
Rethinking teacher supervision and evaluation : how to shift the conversation to coaching, continuous improvement, and student learning
Author:
Marshall, Kim, 1948- author.
ISBN:
9781394308316
9781394265268
9781394265275
Edition:
Third edition.
Physical Description:
1 online resource (xiv, 306 pages) : illustrations (chiefly color)
General Note:
Previous edition published in 2013.
Contents:
One: A rookie principal learns the hard way -- Two: Finding our way to a better system -- Three: Design flaws in the traditional teacher evaluation process -- Four: Mini-observations 1: Sampling daily classroom reality -- Five: Mini-observations 2: Observing perceptively -- Sis: Mini-observations 3: Affirming and coaching -- Seven: Mini-observations 4: End-of-year rubric evaluation -- Eight: Mini-observations 5: Making student learning central -- Nine: Coaching results-focused teacher teams -- Ten: Coaching differentiation -- Eleven: Coaching curriculum unit planning -- Twelve: Should supervisors get involved during mini-observations? -- Thirteen: Time management: fitting it all In -- Fourteen: The role of the superintendent -- Fifteen: A short summary, frequently asked questions, and a wrap-up.
Abstract:
"Per NASSP, research shows that teachers are the most important school-related factor in student learning--with school leaders following as a close second. Nonetheless, teacher quality varies across the country, and the Center for American Progress finds that students of color and low-income students are less likely to be taught by a highly effective teacher"-- Provided by publisher.
Local Note:
John Wiley and Sons
Electronic Access:
https://onlinelibrary.wiley.com/doi/book/10.1002/9781394308316Copies:
Available:*
Library | Material Type | Item Barcode | Shelf Number | Status | Item Holds |
|---|---|---|---|---|---|
Searching... | E-Book | 599318-1001 | LB1728 .M26 2024 | Searching... | Searching... |