handbook on teacher portfolios for evaluation and professional development

ISBN-13: 9781930556324 / Angielski / Miękka / 2002 / 192 str.

Pamela D. Tucker; James Stronge

Opis

This research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you: establish a results-oriented focus on the curriculum, increase time-on-task and academic rigor for ALL students, provide a supportive accountability system for all staff members, identify and eliminate educational practices that lower student achievement, and introduce an achievement audit process that will increase student performance in any school or district.

Spis treści

Preface 1 Handbook on Teacher Portfolios: An Introduction 2 Developing a Teacher Portfolio 3 Putting Portfolios into Action 4 Teacher Portfolios and Teacher Evaluation 5 Teacher Portfolios and Professional Development 6 The Role of Portfolios for the Teaching Profession Appendices: How the Appendices Can Be Used Appendix A: Performance Standards Appendix B: Performance Assessment Rubric Appendix C: General Guidelines for Organizing a Teacher Portfolio Appendix D: Performance Standards Cross-Referenced with Sample Artifacts Appendix E: Sample Artifacts Cross-Referenced with Performance Standards Appendix F: Portfolio Feedback Form Appendix G: Client Surveys Appendix H: Public Dissemination Plan Appendix I: Sample Newsletters Introducing the Concept of Portfolios Appendix J: Materials for Evaluating the Use of Teacher Portfolios

O autorze

Pamela D. Tucker is an assistant professor of education in the Curry School of Education at the University of Virginia and serves as the director of the Principal Internship Program. She has worked with numerous school systems in the development of new evaluation systems and recently served as one of the facilitators for the development of Virginia’s Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents. Her research focuses on various aspects of personnel evaluation and the nature of the school principalship. Books coauthored with others include, Evaluation Handbook for Professional Support Personnel (Center for Research on Educational Accountability and Teacher Evaluation), and Teacher Evaluation and Student Achievement (National Education Association). Articles address topics such as the “Legal Context for Teacher Evaluation,” “Helping Struggling Teachers,” and “Guidelines for Linking Student Achievement to Teacher Evaluation.” As a special education teacher and former administrator in a school for learning disabled students, she has worked with a variety of student populations and has a particular concern for students who are most at-risk for school failure. She earned her EdD in Educational Administration from the College of William and Mary. James H. Stronge is Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. One of his primary research interests is in educational personnel evaluation. He has worked with numerous school districts and other educational organizations to design and develop evaluation systems for teachers, administrators, and support personnel. He is the author or coauthor of numerous articles, books, and technical reports on teacher, administrator, and support personnel evaluation. Selected authored or edited publications include the books, Evaluating Professional Support Personnel in Education (Sage Publications), Evaluation Handbook for Professional Support Personnel (Center for Research on Educational Accountability and Teacher Evaluation), Evaluating Teaching: A Guide to Current Thinking and Best Practice (Corwin Press), and Teacher Evaluation and Student Achievement (National Education Association). Most recently, he developed the Handbook on Teacher Effectiveness for the Association for Supervision and Curriculum Development. Dr. Stronge also served as director of the Evaluating Professional Support Personnel project conducted by the Center for Research on Educational Accountability and Teacher Evaluation (CREATE). Currently, he is Associate Editor of the Journal of Personnel Evaluation in Education. 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. Christopher R. Gareis is Associate Dean for Professional Services in the School of Education at the College of William and Mary. He has worked with school divisions and education leaders in the area of personnel evaluation, with particular interest in the role of portfolios. In addition to this area, Dr. Gareis’ research interests include educational planning, program evaluation, and the principalship. As a former schoolteacher and principal, he has worked with a broad spectrum of student populations, faculties, and communities. These experiences lend special weight to Dr. Gareis’ role in teacher and principal preparation and in creating partnerships to address the challenges of teacher training and professional development. He earned a doctorate in educational administration from the College of William and Mary.