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Teacher supervision and evaluation that emphasizes fairness, excellence, and achievement In this thoroughly revised and updated edition of his bestselling book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. * Revised edition of the classic book on teacher supervision and…mehr
Teacher supervision and evaluation that emphasizes fairness, excellence, and achievement In this thoroughly revised and updated edition of his bestselling book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. * Revised edition of the classic book on teacher supervision and evaluation * Includes thoughts on iPad and iPhone aps for classroom observation * Offers new chart on how principals can manage ten mini-observations per teacher per year * Contains new thoughts on merit pay, a different approach to the test-score argument from Arne Duncan This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.
Kim Marshall was a teacher, central office administrator, and principal in the Boston public schools. He now advises and coaches new principals, working with New Leaders; teaches courses and leads workshops on instructional leadership; and publishes a weekly newsletter, the Marshall Memo, which summarizes ideas and research from fifty publications. (www.marshallmemo.com)
Inhaltsangabe
The Author vii Acknowledgments viii Introduction 1 One The Challenge: Closing the Achievement Gap 7 Two Supervision and Evaluation: Why We Need a New Approach 19 Three Mini-Observations 1: A System Is Born 43 Four Mini-Observations 2: Doing Them Right 57 Five Curriculum Design: The Foundation of Good Teaching 87 Six Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction 103 Seven Rubrics: Potent, Efficient End-of-Year Evaluation Tools 123 Eight Time Management: Doing First Things First 157 Nine The Role of the Superintendent 173 Ten Putting It All Together 195 Appendix A A Slim Curriculum Expectations Booklet: Atlantic Elementary School, Grade 4 Learning Expectations 199 Appendix B Examples of Brief Write-Ups after Mini-Observations 213 Appendix C A Comparison of Rubrics 219 Bibliography 221 Index 227
The Author vii Acknowledgments viii Introduction 1 ONE The Challenge: Closing the Achievement Gap 7 TWO Supervision and Evaluation: Why We Need a New Approach 19 THREE Mini-Observations 1: A System Is Born 43 FOUR Mini-Observations 2: Doing Them Right 57 FIVE Curriculum Design: The Foundation of Good Teaching 87 SIX Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction 103 SEVEN Rubrics: Potent, Efficient End-of-Year Evaluation Tools 123 EIGHT Time Management: Doing First Things First 157 NINE The Role of the Superintendent 173 TEN Putting It All Together 195 APPENDIX A A Slim Curriculum Expectations Booklet: Atlantic Elementary School, Grade 4 Learning Expectations 199 APPENDIX B Examples of Brief Write-Ups after Mini-Observations 213 APPENDIX C A Comparison of Rubrics 219 Bibliography 221 Index 227
The Author vii Acknowledgments viii Introduction 1 One The Challenge: Closing the Achievement Gap 7 Two Supervision and Evaluation: Why We Need a New Approach 19 Three Mini-Observations 1: A System Is Born 43 Four Mini-Observations 2: Doing Them Right 57 Five Curriculum Design: The Foundation of Good Teaching 87 Six Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction 103 Seven Rubrics: Potent, Efficient End-of-Year Evaluation Tools 123 Eight Time Management: Doing First Things First 157 Nine The Role of the Superintendent 173 Ten Putting It All Together 195 Appendix A A Slim Curriculum Expectations Booklet: Atlantic Elementary School, Grade 4 Learning Expectations 199 Appendix B Examples of Brief Write-Ups after Mini-Observations 213 Appendix C A Comparison of Rubrics 219 Bibliography 221 Index 227
The Author vii Acknowledgments viii Introduction 1 ONE The Challenge: Closing the Achievement Gap 7 TWO Supervision and Evaluation: Why We Need a New Approach 19 THREE Mini-Observations 1: A System Is Born 43 FOUR Mini-Observations 2: Doing Them Right 57 FIVE Curriculum Design: The Foundation of Good Teaching 87 SIX Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction 103 SEVEN Rubrics: Potent, Efficient End-of-Year Evaluation Tools 123 EIGHT Time Management: Doing First Things First 157 NINE The Role of the Superintendent 173 TEN Putting It All Together 195 APPENDIX A A Slim Curriculum Expectations Booklet: Atlantic Elementary School, Grade 4 Learning Expectations 199 APPENDIX B Examples of Brief Write-Ups after Mini-Observations 213 APPENDIX C A Comparison of Rubrics 219 Bibliography 221 Index 227
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