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9781930556584

Handbook on Teacher Evaluation

by ;
  • ISBN13:

    9781930556584

  • ISBN10:

    1930556586

  • Edition: CD
  • Format: Paperback
  • Copyright: 2003-07-01
  • Publisher: Eye on Education

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Supplemental Materials

What is included with this book?

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

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