Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth

by Tony Frontier, Paul Mielke

Overview

In too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step-by-step protocols for working with teachers. They present a powerful rationale for reconceptualizing teacher evaluation by creating a balanced system of three equally important components:

• Reliable and valid evaluation.
• Empowering and focused supervision.
• Meaningful and purposeful reflection.

Each component is discussed in terms of its purpose, premise, processes, practices, and payoffs. Revealing examples based on the authors' experiences in classrooms across the country show what evaluation, supervision, and reflection look like when they're not done well—and what they could look like if done more effectively.

Providing insight and inspiration, Making Teachers Better, Not Bitter paves a clear path to better teaching and helps you acknowledge and support the hard work that teachers do every day to make learning come alive for their students.

Product Details

ISBN-13:	9781416622079
Publisher:	ASCD
Publication date:	08/23/2016
Pages:	260
Product dimensions:	7.00(w) x 9.00(h) x 0.70(d)

About the Author

Tony Frontier, PhD, is a best-selling author, award-winning educator, and engaging facilitator and keynote speaker who works with teachers and school leaders to build their capacity to improve student learning. His books draw on extensive research and practical experience in the field of K-12 education. Learn more about him at www.tonyfrontier.com.

Paul Mielke is superintendent of the Hamilton School District in Sussex, WI. Paul is an adjunct faculty member at Cardinal Stritch University in Milwaukee, where he teaches courses in teacher evaluation and organizational learning. He began his career in education in 1999 teaching English and coaching football at Wittenberg-Birnamwood High School. He served three years as an assistant principal / athletic director at Waukesha South High, another five years as principal at West Allis Central High School, and two more years as a principal at Templeton Middle School. He received a bachelor’s degree with a major in English and Secondary Education from the University of Wisconsin, Oshkosh; a master’s degree in educational leadership; and a doctorate in leadership for the advancement of learning and service from Cardinal Stritch University. He can be reached at [e-mail].

Table of Contents

Chapter 1: The Need for Balance

Chapter 2: Evaluation as a Component of a Balanced System

Chapter 3: Supervision as a Component of a Balanced System

Chapter 4: Reflection as a Component of a Balanced System

Chapter 5: Guidelines for Navigating Change That Results in Balancing Evaluation, Supervision, and Reflection

Appendix A: Protocols to Support Systems of Valid, Reliable Evaluation

Appendix B: Protocols to Support Systems of Empowering, Focused Supervision

Appendix C: Protocols to Support Individuals' Meaningful, Purposeful Reflection

Appendix D: Collaborative Protocols to Support Individuals' Meaningful, Purposeful Reflection

Appendix E: Matrix of Protocols for Balancing Evaluation, Supervision, and Reflection

References

Index

About the Authors