9780803963566

Evaluating Teaching

by
  • ISBN13:

    9780803963566

  • ISBN10:

    0803963564

  • Format: Paperback
  • Copyright: 1997-08-01
  • Publisher: Corwin Pr
  • View Upgraded Edition

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Supplemental Materials

What is included with this book?

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
About the Authors xiii
Improving Schools Through Teacher Evaluation
1(26)
James H. Stronge
Why Is There a Need for High-Quality Teacher Assessment and Evaluation?
2(1)
What Are the Basic Purposes of a High-Quality Teacher Assessment and Evaluation System?
3(3)
What Are the Key Features of an Effective Teacher Assessment and Evaluation System?
6(6)
How Can a Teacher Assessment and Evaluation System Be Designed for School Improvement and Personal Growth?
12(5)
Summary
17(10)
PART I: Designing a Teacher Evaluation System
Building the Foundation: Teacher Roles and Responsibilities
27(32)
Patricia H. Wheeler
Michael Scriven
Purposes of Teacher Evaluation Systems
28(1)
What Are Some Possible Foundations?
29(8)
How Does One Choose a Foundation?
37(2)
How Are Teacher Roles and Responsibilities Determined?
39(7)
What Are the Next Steps in Developing a Teacher Evaluation System?
46(8)
Summary
54(5)
Legal Considerations in Designing Teacher Evaluation Systems
59(32)
Pamela D. Tucker
Kay P. Kindred
Why Evaluate?
60(3)
What Are the Sources of Legal Requirements in Teacher Evaluation?
63(7)
What Are the Recommended Components of an Evaluation System?
70(7)
What Are the Implementation Aspects of an Evaluation System?
77(7)
What Are the General Principles for Teacher Evaluation?
84(1)
Conclusion
85(6)
Applying the Personnel Evaluation Standards to Teacher Evaluation
91(16)
James R. Sanders
Background
92(1)
How Were the Personnel Evaluation Standards Developed?
93(2)
What Are the Implications of the Personnel Evaluation Standards for Teacher Evaluation?
95(6)
Suggestions for Using the Standards
101(1)
A Final Word
102(5)
PART II: Assessing Teacher Performance
Classroom-Based Assessments of Teaching and Learning
107(22)
Chad D. Ellett
A Brief History of Classroom-Based Assessment of Teachers and Teaching
108(5)
What Is the Problem With Traditional Classroom-Based Assessment?
113(1)
How Can Classroom-Based Assessment Be More Productive?
114(1)
Some Suggestions for Solutions
115(3)
The System for Teaching and Learning Assessment and Review (STAR)
118(3)
A Call for Multiple Methodologies
121(3)
Synthesis and Projection
124(5)
Client Surveys in Teacher Evaluation
129(33)
James H. Stronge
Laura P. Ostrander
Why Should Client Data Be Used in Teacher Evaluation?
130(5)
What Are the Benefits of Including Parents in the Teacher Evaluation Process?
135(9)
Can Students Provide Reliable and Useful Measures of Teaching Effectiveness?
144(6)
How Can Feedback From Peers Be Used Most Effectively in Teacher Evaluation?
150(6)
Using Client Surveys as Part of Multiple Data Sources in Teacher Evaluation
156(1)
Summary
157(5)
Indicators of Student Learning in Teacher Evaluation
162(31)
Andrew A. McConney
Mark D. Schalock
H. Del Schalock
Past Efforts and Their Consequences
163(3)
Which Emerging Systems Are Promising?
166(7)
What Are Current Approaches to Assessing Learning and Their Evaluative Potential?
173(10)
What Is the Proper Balance in Using Student Learning in the Evaluation of Teachers?
183(3)
Summary
186(7)
Portfolios in Teacher Evaluation
193(22)
Kenneth Wolf
Gary Lichtenstein
Cynthia Stevenson
What Is a Teaching Portfolio?
194(1)
What Purposes Might a Teaching Portfolio Serve?
195(1)
What Might Be Included in a Teaching Portfolio?
196(1)
How Might the Portfolio Process Unfold?
197(1)
How Should a Teaching Portfolio Be Evaluated?
198(6)
Examples From Teaching Portfolios
204(5)
Putting Portfolios Into Practice
209(4)
Conclusion
213(2)
Teacher Self-Evaluation
215(36)
Peter W. Airasian
Arlen Gullickson
Why Is Teacher Self-Evaluation Important?
216(3)
What Is the Role of Reflection in Teacher Self-Evaluation?
219(9)
Getting Started With Self-Evaluation
228(1)
Strategies for Teacher Self-Evaluation
229(7)
What Are the Characteristics for Successful Self-Evaluation?
236(3)
Building a Support Structure for Self-Evaluation
239(2)
Conclusion
241(10)
PART III: Implementing the Teacher Evaluation System
Conducting a Successful Evaluation Conference
251(19)
Virginia M. Helm
What Are the Purposes of the Evaluation Conference?
252(1)
Preparing for the Evaluation Conference
253(3)
Conducting the Evaluation Conference
256(2)
What Are the Characteristics of Effective Evaluation Conferences?
258(2)
How Can Principals Facilitate Productive Teacher Talk?
260(5)
Concluding the Interview
265(1)
Summary
265(5)
Dealing Positively With the Nonproductive Teacher
270(18)
Mary Jo McGrath
How Do We Make Accountability an Opportunity, Not a Punishment?
271(1)
How Does the Law of Accountability Consider the Whole?
272(8)
What Is the Architecture of Accountability?
280(2)
Evaluation and Documentation: Why Are They So Important?
282(1)
Understanding the Culture and Ethics of Accountability
283(2)
Conclusion
285(3)
Linking Teacher Evaluation and Professional Development
288(15)
Joyce Annunziata
What the Literature Reveals About Teacher Evaluation Practices
289(2)
How Is Professional Development Viewed Today?
291(1)
What Is New About Professional Development?
291(2)
Professional Development: The Missing Link Between Evaluation and Improved Performance
293(1)
When Does Professional Development in an Evaluation System Stop?
294(1)
Symbolic Training
295(2)
Who Should Deliver the Professional Development Program for Administrators, Teachers, and District Staff?
297(1)
What Is Effective Professional Development for Implementation of the Evaluation System?
298(1)
Professional Development Is the Linchpin Between Performance and Growth for the Administrator and Teacher Practitioner
298(1)
Summary
299(4)
Author Index 303(8)
Subject Index 311

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