Evaluating Teaching

by Stronge, James H.

• ISBN13: 9780803963566
• ISBN10: 0803963564
• Format: Paperback
• Copyright: 1997-08-01
• 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
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