Teacher Supervision and Evaluation / Edition 3

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More About This Textbook

Overview

This concise new edition equips teachers with the knowledge and skills needed to transform teacher supervision and evaluation into a powerful vehicle for maximizing growth and enhancing student learning. New and reconceptualised content has been integrated throughout the pages. New case studies, examples, and vignettes have been included to offer the most up-to-date information. Additional pedagogical tools have been added as well to help build understanding. These include skill and concept development exercises, discussion question, and theory-into-practice applications. This practical approach enables teachers to gain a new perspective on the classroom experience.
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Product Details

  • ISBN-13: 9780470639955
  • Publisher: Wiley
  • Publication date: 9/21/2010
  • Series: Wiley/Jossey-Bass Education Series
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 288
  • Sales rank: 326,939
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.50 (d)

Table of Contents

Preface to the Third Edition

PART I FOUNDATIONS

Chapter 1 Understanding the Components of a Comprehensive Teacher Supervision and Evaluation System 1

Guiding Questions for Prereading Reflection and Journaling 1

Teacher Supervision and Evaluation: Historical Roots 1

Teacher Supervision and Evaluation: Separate, Essential, Complementary Functions 5

Basic Purpose 6

Rationale 7

Scope 8

Nature of the Relationship 9

The Focus for Data Collection 10

The Role of Expertise 11

Teacher Perspective 11

Summary 12

Criteria for High-Quality Supervision and Evaluation Systems 13

Chapter Summary 19

Discussion Questions 19

Theory-Into-Practice Applications 19

References 20

Suggestions for Further Reading and Research 21

PART II THE BASIC ELEMENTS OF TEACHER SUPERVISION AND EVALUATION

Chapter 2 Key Concepts and Skills in Classroom Supervision 22

Guiding Questions for Prereading Reflection and Journaling 23

Building Trust and Positive Communication 23

Uncovering Espoused Platforms and Platforms in Use 24

Nolan and Hoover's Espoused Platform on Teacher Supervision and Evaluation 25

Encouraging Continuous Reflection and Inquiry into Teaching 28

Collecting Systematic Data 30

Data Collection Devices 30

Interpreting and Making Use of the Data 38

Conferencing 41

The Preobservation Conference 41

The Postobservation Conference 43

Cycle Evaluation 45

Fostering a Professional Learning Community 45

Classroom-Based Supervision as a Cyclical Process 47

Chapter Summary 48

Discussion Questions 48

Theory-Into-Practice Applications 49

References 49

Suggestions for Further Reading and Research 50

Chapter 3 Standards for Effective Teaching and Teacher Evaluation 51

Guiding Questions for Prereading Reflection and Journaling 52

Basic Principles of Teacher Evaluation 52

Standards for Effective Teaching 59

The Search for the Universal Model of Effectiveness 59

Existing Standards for Assessing Teaching 60

Suggested Evaluation Standards 63

Chapter Summary 65

Discussion Questions 66

Theory-Into-Practice Applications 66

References 66

Suggestions for Further Reading and Research 67

Chapter 4 Procedures for Evidence-Based Teacher Evaluation 68

Guiding Questions for Prereading Reflection and Journaling 68

Teacher Evaluation Procedures 68

Stakeholder Roles 69

Data Sources 70

Documentation of Professional Growth 74

Compiling the Data: The Evaluation Process 75

Making the Summative Evaluation Judgment 78

Chapter Summary 81

Discussion Questions 81

Theory-Into-Practice Applications 82

References 82

Suggestions for Further Reading 82

Chapter 5 Supervision and Evaluation of the Novice Teacher 83

Guiding Questions for Prereading Reflection and Journaling 83

Why Are Novice Teachers a Special Case in Supervision and Evaluation? 84

What Constitutes a Comprehensive Induction Program? 84

The Role of Instructional Mentors: Meeting the Needs of Novice Teachers 85

Mentor Selection and Professional Development 86

Using a Professional Portfolio to Support Novice Teacher Supervision 89

The Professional Portfolio: Artifacts and Reflective Statements 90

Supervision After the First Year: Now What? 94

Evaluation of Novice Teachers 95

Basic Issues and Considerations 95

Evaluation Standards 96

Evaluation Procedures 96

Roles 96

Data Sources 97

Evaluation Process 97

Chapter Summary 100

Discussion Questions 100

Theory-Into-Practice Applications 100

References 101

Suggestions for Further Reading and Research 102

Chapter 6 Supervision and Evaluation of the Marginal Teacher 104

Guiding Questions for Prereading Reflection and Journaling 104

Why are Marginal Teachers a Special Case in Supervisory Practice? 106

The Paradoxical Process: Laying the Groundwork for Remediation or Dismissal 106

Legal Considerations 108

Beginning the Process: Initial Notification 109

Supervision of the Marginal Teacher: Intensive Assistance 111

Conducting Preobservation and Postobservation Conferences 111

Assembling a Support Team and Developing an Intensive Assistance Plan 112

Evaluation of the Marginal Teacher 115

Roles and Date Sources 115

Evaluation Standards 116

Evaluation Procedures 116

When Remediation Does Not Work: Removing the Marginal Teacher 118

Responses to Continued Unsatisfactory Performance 118

Crossing the Legal T's and Dotting the Legal I's 120

Chapter Summary 121

Discussion Questions 121

Theory-Into-Practice Applications 121

References 122

Suggestions for Further Reading and Research 122

PART III EMBEDDED PROFESSIONAL DEVELOPMENT STRATEGIES FOR DIFFERENTIATED SUPERVISION

Chapter 7 Peer Coaching 123

Guiding Questions for Prereading Reflection and Journaling 123

Assumptions About Peer Coaching 123

What Is Peer Coaching? 124

Why Peer Coaching Is Important as Part of a Comprehensive System of Teacher Supervision and Evaluation 126

Fostering the Conditions That Support Adults as Learners 126

Taking into Account the Impact of Teacher Career Stages on Effective Supervisory Practice 130

Building in More Time for Administrators to Focus on Teachers Who Truly Need Assistance 132

Peer Coaching in Action: The Cycle Revisited 133

Sample Peer-Coaching Cycle 134

The Principal's Role in Peer Coaching 136

Implementing and Sustaining a Successful Peer-Coaching Program 137

Chapter Summary 139

Discussion Questions 140

Theory-Into-Practice Applications 140

Case Study: Peer Coaching 140

References 141

Suggestions for Further Reading and Research 142

Chapter 8 Self-Directed Teacher Growth 143

Guiding Questions for Prereading Reflection and Journaling 143

What is Self-Directed Teacher Growth? 143

Self-Directed Teacher Growth as Job-Embedded Learning 144

The Initial Step: Goal Setting 145

The Second Step: Formulating and Implementing an Action Plan 147

The Principal as Facilitator of the Self-Directed Growth Option 149

Options to Promote Self-Directed Growth 153

Projects Related to Curriculum, Instruction, or Assessment 153

Grant Writing and Implementation Applicable to the Classroom 156

Training of Trainers Model 157

Summary 157

Successfully Implementing the Self-Directed Growth Option 157

Chapter Summary 158

Discussion Questions 158

Theory-Into-Practice Applications 159

Case Study: Self-Directed Teacher Growth 159

References 160

Suggestions for Further Reading and Research 161

Chapter 9 Action Research 162

Guiding Questions for Prereading Reflection and Journaling 162

Purpose and Benefits of Action Research 163

History and Definition 163

Types of Action Research 164

Benefits of Action Research 167

The Process of Action Research 170

Identifying and Refining Questions 170

Developing an Action Research Plan 172

Data Collection 175

Reading the Literature 179

Interpreting the Data and Drawing Conclusions and Implications 179

Facilitating Action Research as a Component of the Supervision System 181

Initiating the Process 181

Sustaining the Process 183

Celebrating the Process 183

Administering the Process 184

Chapter Summary 185

Discussion Questions 185

Theory-Into-Practice Applications 186

Case Study: Action Research 186

References 188

Suggestions for Further Reading and Research 189

Chapter 10 Collegial Development Groups 190

Guiding Questions for Prereading Reflection and Journaling 190

Introduction to Collegial Development Groups 191

Types of Collegial Development Groups 192

Benefits of Collegial Development Groups 193

Study Groups 196

Topics and Norms 196

Meeting Structure 197

Roles 197

Case 10.1 Middle-School Teacher Study Group 198

Critical Friends Groups 201

Examining Student Work 202

Examining Teacher Practice and Thinking 203

Lesson Study Groups 205

Principles of Lesson Study 205

The Lesson Study Process 206

Facilitating Collegial Development Groups as a Teacher Supervision Process 208

Logistical Considerations 208

Administering the Process 209

Chapter Summary 210

Case 10.2 Critical Friends Group Protocol 211

Discussion Questions 213

Theory-Into-Practice Applications 214

References 214

Suggestions for Further Reading and Research 215

PART IV THE SPECIAL CASE OF PRESERVICE TEACHERS

Chapter 11 Supervision and Evaluation of the Preservice Teacher 217

Guiding Questions for Prereading Reflection and Journaling 217

Why are Preservice Teachers a Special Case in Supervision and Evaluation? 218

Supervising Preservice Teachers: Facilitating Practical Knowledge and Reflection 220

Engaging in the Preobservation Conference 221

Engaging in the Postobservation Conference 222

Using a Structured Video Analysis 224

Encouraging Continuous Reflection Through Electronic Growth Portfolios and Online Professional Learning Communities 226

Evaluation of Preservice Teacher Performance 228

Issues and Considerations 228

Standards of Performance 229

Evaluation Process 233

Roles 233

Data Sources 233

Failure in Student Teaching 234

Chapter Summary 235

Discussion Questions 236

Theory-Into-Practice Applications 236

References 237

Suggestions for Further Reading and Research 237

PART V SUPERVISION AND EVALUATION: TRANSFORMING THE SYSTEM

Chapter 12 Developing Your Own System Of Teacher Supervision And Evaluation 239

Guiding Questions for Prereading Reflection and Journaling 239

Initiating the process: Forming a Task Force to Investigate Supervision and Evaluation 239

Fashioning a System to Meet the Distrct's Needs: The Strategic Plan 242

Supporting the System: Implementing and Sustaining the System Through Ongoing Professional Development 245

Maintaining the System: Learning Through Periodic Evaluation 246

Case Study: Rose Tree Media School District 247

Chapter Summary 249

Discussion Questions 250

Theory-Into-Practice Applications 250

References 250

Suggestions for Further Reading and Research 250

Appendix A A Word on Classroom Walkthroughs 251

Appendix B Educational Leadership Constituent Council Standards 254

Index 265

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