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In this important 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. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. 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.
In this important 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. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. 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.
In Teacher Evaluation That Makes a Difference, Robert J. Marzano and Michael D. Toth introduce a new model of teacher evaluation that takes into account multiple data-rich measures of teacher performance and student growth to ensure fair, meaningful, and reliable evaluations for all teachers.
For years, Kim Marshall and Jenn David-Lang have been considered "designated readers," curating ideas and research for busy frontline educators. Kim's weekly Marshall Memo summarizes the best articles from more than sixty magazines and journals.
Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
Now in its second edition, this brief yet comprehensive book will help readers develop an effective teacher supervision and evaluation system. It first focuses on classroom supervision and coaching, presenting differentiated supervision and professional development strategies for promoting teacher growth. The book then examines the principles, standards, and procedures for effective teacher evaluation as well as addresses the supervision and evaluation of preservice, novice, and marginal teachers.
A proven, practical approach to teacher supervision, coaching, and evaluation that emphasize fairness, equity, and achievement In the third edition of this longtime bestseller, nationally recognized education leader Kim Marshall offers a framework for supervisors who want to motivate and inspire their colleagues and bring more good teaching to more classrooms more of the time. Rethinking Teacher Supervision and Evaluation shows you how to break away from outdated evaluation approaches, describing an innovative approach that enlists teachers and teacher teams in improving the performance of all students. This thoroughly revised and updated third edition brings Marshall's widely used framework up to date, with even more practical guidelines for implementing effective classroom visits, teacher teamwork around data and curriculum unit planning, professional development, and more. You'll also discover high-tech and low-tech tools that can boost a supervisor's impact and efficiency. Discover the bestselling approach to teacher supervision, coaching, and evaluation Implement techniques to learn what's really going on inside classrooms Implement short, frequent, unannounced classroom visits followed by face-to-face conversations about teaching and learning Use rubrics to continuously improve teaching and learning Foster professional development with supervision and evaluation techniques that focus on improvement and motivation Improve time management, and the effective use of student-learning data Since the publication of the first and second editions, Rethinking Teacher Supervision and Evaluation has been an invaluable resource for K-12 supervisors, instructional coaches, and teacher leaders, as well as trainers and policymakers. The third edition builds on a decade of additional research and work in schools around the world, bringing the ideas into alignment with the rapidly changing world of education, for a timely and beneficial approach to leading today's teachers.
Teaching with the Screen explores the forms that pedagogy takes as teachers and students engage with the screens of popular culture. By necessity, these forms of instruction challenge traditional notions of what constitutes education. Spotlighting the visual, spatial, and relational aspects of media-based pedagogy using a broad range of critical methodologies-textual analysis, interviews, and participant observation-and placing it at the intersection of education, anthropology, and cultural studies, this book traces a path across historically specific instances of media that function as pedagogy: Hollywood films that feature teachers as protagonists, a public television course on French language and culture, a daily television "news" program created by high school students, and a virtual reality training simulation funded by the US Army. These case studies focus on teachers as pedagogical agents (teacher plus screen) who unite the two figures that have polarized earlier debates regarding the use of media and technology in educational settings: the beloved teacher and the teaching machine.
An authoritative guide to educational supervision in today’s complex environment The Wiley Handbook of Educational Supervision offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today’s schools. This important resource: Describes supervision in a historical context Includes a review of adult learning and professional community Reviews new teacher preparation and comprehensive induction systems Contains perspectives on administrative feedback, peer coaching and collaboration Presents information on professional development and job-embedding learning Examines policy and implementation challenges in teacher evaluation Written for researchers, policy analysts, school administrators and supervisors, The Wiley Handbook of Educational Supervision draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision.
In Effective Supervision, Robert J. Marzano, Tony Frontier, and David Livingston show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. When these five conditions are attended to in a systematic way, teachers do improve their skills: * A well-articulated knowledge base for teaching * Opportunities for teachers to practice specific strategies or behaviors and to receive feedback * Opportunities for teachers to observe and discuss expertise * Clear criteria for success and help constructing professional growth and development plans * Recognition of the different stages of development progressing toward expertise. The focus is on developing a collegial atmosphere in which teachers can freely share effective practices with each other, observe one another's classrooms, and receive focused feedback on their teaching strategies. The constructive dynamics of this approach always keep in sight the aim of enhancing students' well-being and achievement. As the authors note, "The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point."