Evaluating Teaching : A Guide to Current Thinking and Best Practice

by James H. Stronge

• ISBN13: 9781412909785
• ISBN10: 1412909783
• Edition: 2nd
• Format: Paperback
• Copyright: 2005-11-02
• Publisher: Corwin Pr

Summary

This invaluable resource demonstrates how to foster the development of highly qualified teachers through designing and implementing a solid teacher evaluation system.

Table of Contents

Preface	xi
Acknowledgments	xii
About the Authors	xiii
Teacher Evaluation and School Improvement: Improving the Educational Landscape	1	(24)
James H. Stronge
Why Is There a Need for Quality Teacher Evaluation?	2	(4)
What Are Key Features of an Effective Teacher Evaluation System?	6	(5)
What Are Obstacles to Quality Teacher Evaluation?	11	(1)
How Can a Teacher Evaluation System Be Designed for School Improvement and Personal Growth?	12	(5)
How Can Self-Reflection and Feedback Improve Teaching?	17	(2)
Summary	19	(6)
Part I: Designing a Teacher Evaluation System	25	(74)
Building the Foundation: Teacher Roles and Responsibilities	27	(27)
Patricia H. Wheeler
Michael Scriven
Purposes of Teacher Evaluation Systems	28	(1)
What Are Some Possible Foundations for Teacher Evaluation?	29	(7)
How Does One Choose a Foundation?	36	(5)
How Are Teacher Roles and Responsibilities Determined?	41	(3)
What Are the Next Steps in Developing a Teacher Evaluation System?	44	(7)
Summary	51	(3)
Applying the Personnel Evaluation Standards to Teacher Evaluation	54	(15)
Barbara B. Howard
James R. Sanders
What Is the Process of Standard Development by the Joint Committee?	55	(2)
What Issues Drive the Need for Personnel Evaluation in Education?	57	(1)
What Are the Attributes of Sound Practices for Teacher Evaluation?	58	(1)
How Does an Educational Institution Apply These Standards?	58	(9)
What Are the Potential Benefits of Applying the Personnel Evaluation Standards?	67	(2)
Legal Considerations in Designing Teacher Evaluation Systems	69	(30)
Pamela D. Tucker
Marguerita K. DeSander
Why Evaluate?	70	(2)
What Are the Sources of Legal Requirements in Teacher Evaluation?	72	(8)
Probationary Status Versus Tenure Status	80	(2)
What Are the Recommended Components of an Evaluation System?	82	(5)
What Are the Implementation Aspects of an Evaluation System?	87	(5)
What Are the General Principles for Teacher Evaluation?	92	(1)
Conclusion	93	(6)
Part II: Assessing Teacher Performance	99	(134)
Classroom-Based Assessments of Teaching and Learning	101	(24)
Sally J. Zepeda
What Do We Know About Teaching That Enhances Learning?	102	(5)
What Is Meant by Formative and Summative Aspects of Teacher Assessment?	107	(3)
What Are the Sources of Data to Focus Assessment?	110	(1)
What Are the Forms That Assessment of Teaching Takes in the Classroom?	111	(3)
How Does an Administrator Differentiate and Extend In-Class Assessments of Teaching?	114	(4)
Pulling It All Together: The Case for Pressing Forward With Classroom Observation and Differentiated Assessments	118	(7)
Client Surveys in Teacher Evaluation	125	(27)
James H. Stronge
Laura Pool Ostrander
Why Should Client Data Be Used in Teacher Evaluation?	126	(4)
What Are the Benefits of Including Parents in the Teacher Evaluation Process?	130	(5)
Can Students Provide Reliable and Useful Measures of Teaching Effectiveness?	135	(6)
How Can Feedback From Peers Be Used Most Effectively in Teacher Evaluation?	141	(4)
What Are Technical Issues to Consider in Using Client Surveys?	145	(2)
Putting It All Together: How Can Client Surveys Be Used as Part of a Multiple Data Source System in Teacher Evaluation?	147	(1)
Summary	148	(4)
Student Achievement and Teacher Evaluation	152	(16)
Pamela D. Tucker
James H. Stronge
What Is the Context for Teacher Quality?	152	(2)
How Is Teacher Quality Assessed?	154	(2)
Why Should Student Learning Data Be Included in Teacher Evaluation?	156	(2)
What Are the Implementation Concerns?	158	(1)
How Might Student Learning Data Be Included in Teacher Evaluation?	159	(4)
Recommendations for Implementing Value-Added Teacher Evaluation	163	(2)
Conclusion	165	(3)
Portfolios in Teacher Evaluation	168	(18)
Kenneth Wolf
What Is a Teaching Portfolio?	169	(1)
What Purposes Might a Teaching Portfolio Serve?	170	(1)
What Might Be Included in a Teaching Portfolio?	170	(1)
How Might the Portfolio Process Unfold?	171	(1)
How Should a Teaching Portfolio Be Evaluated?	172	(4)
Examples From Teaching Portfolios	176	(5)
Putting Portfolios Into Practice	181	(3)
Conclusion	184	(2)
Teacher Self-Evaluation	186	(26)
Peter W. Airasian
Arlen Gullickson
Why Is Teacher Self-Evaluation Important?	187	(3)
What Is the Role of Reflection in Teacher Self-Evaluation?	190	(6)
Getting Started With Self-Evaluation	196	(1)
Strategies for Teacher Self-Evaluation	197	(6)
What Are the Characteristics of Successful Self-Evaluation?	203	(3)
Building a Support Structure for Self-Evaluation	206	(2)
Conclusion	208	(4)
Using Multiple Data Sources in Teacher Evaluation Systems	212	(21)
Kenneth D. Peterson
What Does the Use of Multiple Data Sources for Summative Teacher Evaluation Look Like?	213	(2)
Why Use Multiple Data Sources?	215	(1)
Are Some Data Sources Better Than Others?	216	(2)
What Options and Decisions Are Created by Using Multiple Data Sources?	218	(1)
How Are Multiple Source Data Used in a School District?	219	(2)
How Are Complex Teacher Evaluation Data Presented?	221	(1)
Who Interprets the Data From Multiple Sources?	222	(2)
What Are the Costs of Using Multiple Data Sources?	224	(1)
What New Uses for Teacher Evaluation Are Enabled by Using Multiple Data Sources?	225	(3)
What Legal Issues Are Added by Using Multiple and Variable Data Sources?	228	(1)
How Does the Use of Multiple and Variable Data Sources Affect the Sociology and Politics of Educators?	229	(1)
How Can Educators Move From Single to Multiple Data Sources?	230	(1)
Conclusion: How Should We Study the Use of Multiple Data Sources?	230	(3)
Part III: Implementing the Teacher Evaluation System	233	(58)
Conducting a Successful Evaluation Conference	235	(18)
Virginia M. Helm
Henry St. Maurice
How Have Federal Standards Changed Teacher Evaluation?	236	(3)
What Are the Purposes of the Evaluation Conference?	239	(1)
Preparing for the Evaluation Conference	240	(2)
Conducting the Evaluation Conference	242	(2)
What Are the Characteristics of Effective Evaluation Conferences?	244	(2)
How Can Principals Facilitate Productive Teacher Talk?	246	(3)
Concluding the Interview	249	(1)
Summary	250	(3)
Dealing Positively With the Nonproductive Teacher: A Legal and Ethical Perspective on Accountability	253	(15)
Mary Jo McGrath
The Law: Predicament or Opportunity?	254	(1)
How Does the Law of Accountability Consider the Whole?	255	(7)
What Is the Architecture of Accountability?	262	(1)
Evaluation and Documentation: Why Are They So Important?	263	(1)
Understanding the Culture and Ethics of Accountability	264	(2)
Conclusion	266	(2)
Teacher Evaluation and Professional Development	268	(23)
Stephen P. Gordon
What Is the Formative-Summative Controversy?	269	(1)
What Evaluation Data Are More and Less Useful?	269	(2)
Levels of Teacher Evaluation and Professional Development	271	(2)
What Are the General Characteristics of Successful Professional Development Programs?	273	(1)
What Are Alternative Frameworks for Professional Development?	274	(11)
Using Multiple Professional Development Frameworks	285	(1)
Conclusions: Connecting Teacher Evaluation, Professional Development, and School Improvement	286	(5)
Author Index	291	(8)
Subject Index	299