Leslie W. Grant serves as a Visiting Assistant Professor in the School of Education at The College of William and Mary where she teaches in the teacher preparation and leadership preparation programs. Leslie is the coauthor of Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Eye On Education, 2009), Teacher-made Assessments: How to Connect Curriculum, Instruction and Student Learning (Eye on Education, 2008), and she is the contributing author to Qualities of Effective Teachers (2nd ed., 2007) authored by James H. Stronge and published by the Association for Supervision and Curriculum Development. Leslie provides consulting services in the area of classroom assessment and effective teaching.Leslie has been a teacher, an instructional leader, and a content editor/item writer for a major test publishing company. She earned her doctoral degree in educational policy, planning and leadership from The College of William and Mary. She can be reached at grant_leslie@cox.net., Jennifer L. Hindman is an education consultant and writer. Her passion is making learning relevant as she connects the tacit knowledge with the research base. She is the coauthor of People First: The School Leader's Guide to Building and Cultivating Relationships with Teachers (Eye on Education, 2009), The Teacher Quality Index: A Protocol for Teacher Selection (ASCD, 2006), and Handbook for Qualities of Effective Teachers (ASCD, 2004). She has been published in numerous state and national journals, including the Journal of Personnel Evaluation in Education, Principal Leadership, and Educational Leadership. She is the former editor of The Teacher Quality Digest. She consults in the areas of teacher selection and effective teaching.Jennifer has been a teacher and science specialist. She earned her doctorate in educational policy, planning, and leadership from The College of William and Mary. She can be reached at jhindman@teacherqualityresources.com., James H. Stronge is Heritage Professor in the Educational Policy, Planning, and Leadership Area at The College of William and Mary in Williamsburg, Virginia. Among his primary research interests are teacher effectiveness and student success, and teacher and administrator performance evaluation. He has worked with numerous school districts, state, and national educational organizations to design and develop evaluation systems for teachers, administrators, superintendents, and support personnel. He is the author or coauthor of nineteen books and approximately ninety articles and technical reports on teacher quality, performance evaluation, and related issues. Selected authored, coauthored, and edited books include the following:?Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (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)?Handbook on Educational Specialist Evaluation (Eye on Education, 2003)?Superintendent Evaluation Handbook (Scarecrow Press, 2003)?Handbook on Teacher Evaluation (Eye On Education, 2003)?Handbook on Teacher Portfolios for Evaluation and Professional Development (Eye On Education, 2000)His doctorate in the area of educational administration and planning was received from the University of Alabama. He has been a teacher, counselor, and district-level administrator. He can be contacted at: The College of William and Mary, School of Education, PO Box 8795, Williamsburg, VA 23187¿8795; 757¿221¿2339; or jhstro@wm.edu.
Part I Research and Practice on Teaching and Learning
Chapter 1 Introduction
Chapter 2 How Can Teachers Promote Student Learning hrough Planning?
Chapter 3 How Can Teachers Use Research-Based Instructional Strategies to Improve Student Learning?
Chapter 4 How Do Teachers Develop Assessments and Use Assessment Data to Improve Student Learning?
Chapter 5 Conclusion
Part II Reproducible Resources
Part III Annotated Bibliography and References
