Handbook on Teacher Evaluation

by Stronge, James H.; Tucker, Pamela D.

• ISBN13: 9781930556584
• ISBN10: 1930556586
• Edition: CD
• Format: Paperback
• Copyright: 2003-07-01
• Publisher: Eye on Education

Summary

Easy-to-use, authoritative, and flexible, the tools in this book and CD-ROM have been developed over the last 15 years and have been field tested in over 500 schools. These tools will empower you to do your evaluations based on current thinking and best practices.

Table of Contents

List of Figures	ix
Preface	xi
About the Authors	xv
Part I: Developing and Implementing a Teacher Evaluation System
Teacher Evaluation: Getting Started	3	(9)
Why Do We Need Quality Teacher Evaluation?	3	(1)
What Are the Purposes of Teacher Evaluation?	4	(1)
Identifying Evaluation Purposes	4	(1)
Linking Professional Growth and Accountability in Teacher Evaluation	5	(1)
Why Has Teacher Evaluation Often Failed to Be Effective?	5	(1)
What Components Are Essential for a Quality Teacher Evaluation System?	6	(2)
Communication in Evaluation	7	(1)
Public communication in teacher evaluation	7	(1)
Private communication in teacher evaluation	7	(1)
Commitment to Evaluation	7	(1)
Collaboration in Evaluation	8	(1)
What Are Guidelines for Developing and Implementing	8	(1)
Quality Teacher Evaluation Systems?
What Is the Purpose of the Handbook?	9	(1)
What Does the Handbook Not Provide?	10	(1)
Summary	10	(1)
Chapter 1 References	10	(2)
Teacher Evaluation: Background and Context	12	(11)
What Is the History of Teacher Evaluation?	12	(1)
How Has the Role of the Teacher Changed Over Time?	13	(1)
What Are the Major Frameworks for Evaluating Teacher Performance?	14	(3)
Interstate New Teacher Assessment and Support Consortium (INTASC) Standards	14	(2)
National Board for Professional Teaching Standards	16	(1)
What Are the Different Models of Teacher Evaluation?	17	(2)
What Are the Standards for Quality Personnel Evaluation?	19	(2)
Propriety Standards	19	(1)
Utility Standards	19	(1)
Feasibility Standards	20	(1)
Accuracy Standards	21	(1)
Summary	21	(1)
Chapter 2 References	21	(2)
The Goals and Roles Evaluation Model	23	(7)
What Are the Underlying Assumptions?	24	(1)
What Is the Purpose of the Model?	24	(1)
What Are the Key Features?	25	(2)
What Are the Basic Steps in the Model?	27	(2)
Summary	29	(1)
Chapter 3 References	29	(1)
Developing Teacher Performance Standards	30	(11)
What Is the Job of the Teacher?	31	(1)
What Are Performance Standards?	32	(3)
Overview	32	(1)
Domains	32	(2)
Performance Standards	34	(1)
Performance Indicators	35	(1)
What Research Supports Teacher Performance Standards?	35	(3)
What Are the Steps in Developing Performance Standards?	38	(1)
Selecting Terminology	38	(1)
Determining Content for Performance Standards	38	(1)
What Teacher Performance Standards Are Recommended for Use?	39	(1)
Summary: How Should Teacher Performance Standards Be Used?	39	(1)
Chapter 4 References	39	(2)
Using Criteria to Rate Teacher Performance	41	(12)
What Are the Intended Outcomes of Teacher Evaluation?	42	(1)
What Assessment Tools Can Be Used in Providing Formative Feedback?	42	(3)
Performance Indicators and Formative Feedback	42	(1)
Interim Reviews and Formative Feedback	43	(2)
What Types of Rating Scales Can Be Used in Summative Evaluation?	45	(4)
Designing Rating Scales	45	(2)
Using Rating Scales	47	(2)
What Is a Performance Appraisal Rubric and How Can It Be Used?	49	(3)
Summary	52	(1)
Chapter 5 References	52	(1)
Documenting Teacher Performance	53	(14)
So What Is Wrong with Observation-only Teacher Evaluation Systems?	54	(1)
From Whom Should Teacher Performance Data Be Collected?	55	(1)
Teacher Self-evaluation	56	(1)
Peers and Other Colleagues	56	(1)
Students and Parents	56	(1)
Supervisor	56	(1)
What Data Sources Should Be Used in Teacher Evaluation?	56	(8)
Observation	57	(1)
Teacher Portfolios	58	(1)
Client Surveys	59	(3)
Student Achievement and Measures of Student Progress	62	(2)
What Are the Benefits of Using Multiple Data Sources in Teacher Evaluation?	64	(1)
What Guidelines Should Be Followed in Developing and Using Multiple Data Sources in Teacher Evaluation?	64	(1)
Summary	65	(1)
Chapter 6 References	65	(2)
Implementing a Teacher Performance Evaluation System	67	(12)
What Policy Should Guide the Performance Evaluation of the Teacher?	68	(1)
What Procedures Should Be Established?	69	(4)
Who Will Be Evaluated and by Whom?	70	(1)
How Often and When Will Evaluations Be Done?	71	(1)
By What Means Will Wvaluations Be Made?	72	(1)
How Do You Help Teachers Improve Performance?	73	(3)
Conferencing	75	(1)
Goal Setting	75	(1)
What Training Is Required to Implement the Performance Evaluation of Teachers?	76	(1)
Summary	77	(1)
Chapter 7 References	78	(1)
Teacher Evaluation: Where Do We Go From Here?	79	(173)
What Are Appropriate Legal Guidelines for Teacher Evaluation?	80	(2)
What Are Key Issues to Consider in Revising a Teacher Evaluation System?	82	(1)
What Are Evolving Directions in Teacher Evaluation?	83	(1)
Summary	84	(1)
Chapter 8 References	84	(31)
Part II: Roles and Responsibilities
Overview of Part II: Roles and Responsibilities	87	(2)
Classroom Teacher: 5 Domains	89	(8)
Classroom Teacher: 4 Domains	97	(8)
Resource/Specialty Area Teachers: Domains and Performance Standards	105	(10)
Performance Indicators for English Second Language (ESL) Teacher	115	(6)
Performance Indicators for Gifted/Talented Enrichment Teacher	121	(6)
Performance Indicators for Preschool Teacher	127	(6)
Performance Indicators for Reading Recovery® Teacher	133	(6)
Performance Indicators for Reading Specialist Teacher	139
Performance Indicators for Special Education Resource Teacher	130	(17)
Part III: Tools You Can Use
Overview of Part III: Tools You Can Use	146	(1)
Performance Assessment Rubric	147	(20)
Teacher Goal Setting for Improving Student Achievement Form	167	(6)
Teacher Evaluation Records	173	(36)
Portfolio Guidelines	209	(24)
Client Surveys	233	(9)
Teacher Summative Evaluation Forms	242	(9)
Improvement Assistance Plan	251	(1)
Teacher Performance Evaluation Feedback Form	252