James Stronge

Evaluating What Good Teachers Do

Eight Research-Based Standards for Assesing Teacher Excellence

• Broschiertes Buch

Produktbeschreibung

This book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness. The author provides field-tested teacher-evaluation systems based on performance standards which include data collection tools and performance appraisal rubrics.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 160
• Erscheinungstermin: 21. Juni 2010
• Englisch
• Abmessung: 280mm x 210mm x 9mm
• Gewicht: 409g
• ISBN-13: 9781596671577
• ISBN-10: 1596671572
• Artikelnr.: 39035101

Autorenporträt

> (Eye On Education, 2009) Qualities of Effective Principals> (Association for Supervision and Curriculum Development, 2008) Qualities of Effective Teaching,> 2nd Ed. (Association for Supervision and Curriculum Development, 2007) The Teacher Quality Index: A Protocol for Teacher Selection> (Association for Supervision and Curriculum Development, 2006) Teacher Pay and Teacher Quality: Attracting, Developing, and Retaining the Best Teachers> (Corwin Press, 2006) Linking Teacher Evaluation and Student Achievement> (Association for Supervision and Curriculum Development, 2005) Evaluating Teaching,> 2nd Ed. (Corwin Press, 2005). Dr. Stronge has been a teacher, counselor, and district-level administrator. His doctorate is in the area of Educational Administration and Planning from the University of Alabama. He may be contacted at: The College of William and Mary, School of Education, P.O. Box 8795, Williamsburg, VA 23187-8795; 757-221-2339; or http://wmpeople.wm.edu/jhstro.

Inhaltsangabe

Part I Performance Standards for Teachers; Chapter 1 How to Assess Teacher
Quality; Chapter 2 Professional Knowledge4A standard format and common
language are used throughout Chapters 2 to 9 so as to provide comparability
and ease-of-use for the eight teacher performance standards presented in
the Chapters. Consequently, there is purposeful overlap in Introduction
language used in the Chapters. The intent is that this selective use of
repetitive language will serve to reinforce the concepts and practices
discussed throughout the book.; Chapter 3 Data-Driven Planning; Chapter 4
Instructional Delivery; Chapter 5 Assessment for Learning; Chapter 6
Learning Environment; Chapter 7 Communication and Advocacy; Chapter 8
Professionalism; Chapter 9 Student Progress; Chapter 10 Concluding Thoughts
on Evaluating Teacher EffectivenessPart II Tools You Can Use;