A complete instructional leadership system for improving classroom practice! Based on the Vermont Classroom Observation Tool, diagnostic classroom observation (DCO) provides principals with guidance for the entire instructional supervision process, from preconference analysis to postconference follow-up. The model includes protocols for observing math/science and literacy instruction, criteria for recognizing exceptional teaching, and standards for determining classroom quality and student engagement. Readers will also find: Classroom observation forms to help identify instructor strengths and…mehr
A complete instructional leadership system for improving classroom practice! Based on the Vermont Classroom Observation Tool, diagnostic classroom observation (DCO) provides principals with guidance for the entire instructional supervision process, from preconference analysis to postconference follow-up. The model includes protocols for observing math/science and literacy instruction, criteria for recognizing exceptional teaching, and standards for determining classroom quality and student engagement. Readers will also find: Classroom observation forms to help identify instructor strengths and weaknesses Scoring forms to assist with the final evaluation and review process Real-world vignettes that illustrate key indicators of quality teaching Guidance for introducing DCO into any school settingHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Nicole Saginor is a former superintendent in Vermont, leading a school district through the School Improvement Grant process as directed by NCLB. She is the principal developer of the Vermont Classroom Observation Tool (VCOT), which was used by Mathematica Policy Research, Inc. in two national studies funded by the US Department of Education to measure teacher performance. In her book, Diagnostic Classroom Observation, she develops the VCOT further and gives vivid images of how good teaching actually looks in real classroom settings. With examples of how to create valid assessments, recognize equity in the classroom, and speak to teachers in a post-conference, she assists school leaders in getting real results from their supervisory practice. Her work has attracted both national and international attention. She currently consults and is currently working with the Ministry of Education in Kosovo to develop their new teacher performance assessment system.?? Saginor has spent her 42-year career in education as a teacher, curriculum coordinator, principal, superintendent author and researcher. She was the associate executive director at Vermont Institutes, a nonprofit professional development organization where, for eight years, she directed a number of statewide initiatives to strengthen leadership in the state, providing training and professional development to school leaders, along with opportunities for networking and support. She brought national leaders such as Rick Dufour, Willard Daggett, Jonathan Kozol, Andy Hargreaves, Charlotte Danielson, and Meg Wheatley to interactive leadership forums in Vermont to create a culture of collaborative leadership. ??She has trained researchers for several national research studies in classroom observation for the collection of data on professional practice and the impact of specific programs of teacher preparation, induction, and pedagogical practices. She received her doctorate in educational leadership and policy studies at the University of Vermont and holds a master¿s degree in French literature from Boston University. She offers One-day speaking engagements, two to five day workshops and onsite coaching for administrators and teachers. www.nicolesaginor.com • Speaking Topics: ¿ Implementing the Common Core through supervision and evaluation of instruction ¿ Leading School Improvement ¿ Evaluating Instruction in Literacy ¿ Evaluating Instruction in Math and Science?Evaluating Instruction in Technology ¿ Formative Assessment ¿ New Practices to Enhance Teacher Evaluation ¿ Equity and Classroom Culture
Inhaltsangabe
Preface The Structure of the Observation Tool Acknowledgments About the Author 1. Defining the "Technology of Good Instruction" Assumptions Underlying DCO Intended Uses Final Thoughts Before Proceeding 2. Ending the "Process Versus Content" Argument The Math/Science Version of Diagnostic Classroom Observation The Implementation Criteria The Content Criteria The Classroom Culture Criteria: Using the Math/Science Version Discussion Questions Concluding Thoughts 3. Learning to Read and Reading to Learn Section 1: Learning to Read Section 2: Reading to Learn Reading and Writing in the Content Areas Section 3: Using the Literacy and Composite Versions Discussion Questions Concluding Thoughts 4. Classroom Culture: Treating Everyone as You Would Be Treated The Classroom Culture Criteria Applying the Classroom Culture Criteria Concluding Thoughts on Equity of Access 5. Assessing Assessment The Bullets: Characteristics of Good Assessment Choosing the Right Assessment for What You Want to Know Creating Valid Constructed Response Items Learning to Assess Assessment Concluding Thoughts 6. Putting It All Together Examples: Why "Pretty Good" Is Not Good Enough Putting It Together for Yourselves Discussion Questions Concluding Thoughts 7. Using Diagnostic Classroom Observation to Improve Instruction in Your School Section 1: Learning to Use DCO Section 2: Adding DCO to Your Supervisory Practice Tools for the Principal Introducing DCO to Your Teachers Concluding Thoughts Appendix A. Questions for the Preconference: Math/Science Version Appendix B. Questions for the Preconference: Literacy Version Appendix C. The Math/Science Version Appendix D. The Literacy Version Appendix E. The "Cross-Walks" Appendix F. The Score Sheets Appendix G. The "Cheat Sheets" Reference Index
Preface The Structure of the Observation Tool Acknowledgments About the Author 1. Defining the "Technology of Good Instruction" Assumptions Underlying DCO Intended Uses Final Thoughts Before Proceeding 2. Ending the "Process Versus Content" Argument The Math/Science Version of Diagnostic Classroom Observation The Implementation Criteria The Content Criteria The Classroom Culture Criteria: Using the Math/Science Version Discussion Questions Concluding Thoughts 3. Learning to Read and Reading to Learn Section 1: Learning to Read Section 2: Reading to Learn Reading and Writing in the Content Areas Section 3: Using the Literacy and Composite Versions Discussion Questions Concluding Thoughts 4. Classroom Culture: Treating Everyone as You Would Be Treated The Classroom Culture Criteria Applying the Classroom Culture Criteria Concluding Thoughts on Equity of Access 5. Assessing Assessment The Bullets: Characteristics of Good Assessment Choosing the Right Assessment for What You Want to Know Creating Valid Constructed Response Items Learning to Assess Assessment Concluding Thoughts 6. Putting It All Together Examples: Why "Pretty Good" Is Not Good Enough Putting It Together for Yourselves Discussion Questions Concluding Thoughts 7. Using Diagnostic Classroom Observation to Improve Instruction in Your School Section 1: Learning to Use DCO Section 2: Adding DCO to Your Supervisory Practice Tools for the Principal Introducing DCO to Your Teachers Concluding Thoughts Appendix A. Questions for the Preconference: Math/Science Version Appendix B. Questions for the Preconference: Literacy Version Appendix C. The Math/Science Version Appendix D. The Literacy Version Appendix E. The "Cross-Walks" Appendix F. The Score Sheets Appendix G. The "Cheat Sheets" Reference Index
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