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Kim Marshall was a teacher, central office administrator, and principal in the Boston public schools. He now advises and coaches new principals, working with New Leaders; teaches courses and leads workshops on instructional leadership; and publishes a weekly newsletter, the Marshall Memo, which summarizes ideas and research from fifty publications. (www.marshallmemo.com)
ONE The Challenge: Closing the Achievement Gap
TWO Supervision and Evaluation: Why We Need a New Approach
THREE Mini-Observations 1: A System Is Born
FOUR Mini-Observations 2: Doing Them Right
FIVE Curriculum Design: The Foundation of Good Teaching
SIX Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction
SEVEN Rubrics: Potent, Time-Efficient End-of-Year Evaluation Tools
EIGHT Time Management: Doing First Things First
NINE The Role of the Superintendent
TEN Putting It All Together
Appendix A: A Slim Curriculum Expectations Booklet—Atlantic Elementary School, Grade 4 Learning Expectations
Appendix B: Examples of Brief Write-Ups after Mini-Observations
Appendix C: A Comparison of Rubrics