Evaluating What Good Teachers Do: Eight Research-Based Standards for Assesing Teacher Excellence

ISBN-13: 9781596671577 / Angielski / Miękka / 2010 / 160 str.

James Stronge

Opis

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.

Spis treści

TABLE OF CONTENTS About the Author Preface 1. How to Assess Teacher Quality What Are Teacher Performance Standards and How Are They Used? Importance of Defining the Job of the Teacher Overview of Performance Standards More... 2. Professional Knowledge What Does Professional Knowledge Mean? What Does the Research Say About Professional Knowledge of the Teacher? What Are Research-Based Quality Indicators for Professional Knowledge? More... 3. Data-Driven Planning What Does Data-Driven Planning Mean? What Does the Research Say About Data-Driven Planning? What Are Research-Based Quality Indicators for Data-Driven Panning? More... 4. Instructional Delivery What Does Instructional Delivery Mean? What Does the Research Say About Instructional Delivery? What Are Research-Based Quality Indicators for Instructional Delivery? More... 5. Assessment for Learning What Does Assessment for Learning Mean? What Does the Research Say About Assessment for Learning? What Are Research-Based Quality Indicators for Assessment? More... 6. Learning Environment What Does Learning Environment Mean? What Does the Research Say About Learning Environment? What Are Research-Based Quality Indicators for Learning Environment? More... 7. Communication and Advocacy What Does Communication and Advocacy Mean? What Does the Research Say About Communication and Advocacy? What Are Research-Based Quality Indicators for Communication and Advocacy? More... 8. Professionalism What Does Professionalism Mean? What Does the Research Say About Professionalism of the Teacher? What Are Research-Based Quality Indicators for Professionalism? More... 9. Student Progress What Does Student Progress Mean? What Does the Research Say About Student Progress? What Are Research-Based Quality Indicators for Student Progress? More... 10. Concluding Thoughts on Evaluating Teacher Effectiveness Why Evaluating Teacher Effectiveness Matters Why Evaluating Teacher Effectiveness is Challenging Evaluating Teacher Effectiveness. How Can We Make a Difference? More... Teacher Performance Standards Performance Standard 1: Knowledge of Curriculum, Subject, Content, and Developmental Needs Performance Standard 2: Data-Driven Planning Performance Standard 3: Instructional Delivery Performance Standard 4: Assessment for Learning More... Informal Classroom Observation Form Formal Classroom Observation Form Want to Know More? References

O autorze

James H. Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. His work on teacher quality focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at state, national, and international conferences such as the American Educational Research Association, American Association of School Administrators, Asia-Pacific Conference on Gifted, Association for Supervision and Curriculum Development, European Council of International Schools. National Evaluation Institute, and University Council for Educational Administration. Additionally, he has worked extensively with local school districts and other educational organizations on issues related to teacher effectiveness, teacher selection, and teacher and administrator evaluation. Dr. Stronge has authored, coauthored, or edited twenty-two books and more than 100 articles, chapters, and technical reports. Selected books have been translated and published in Arabic, Mandarin, Italian, Korean, Portuguese, and Vietnamese. Some of his recent books include: 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) 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.