This research-based book offers practical guidance on how to go about performance management. Based on experience of working with schools and running courses, and using the latest research on business strategies appropriate for education, it: o looks at what performance management means in practice o offers advice on how to go about monitoring o explains how to use data from pupil assessments o suggests ways to judge the effectiveness of teaching through analysing children's work o gives guidance on monitoring planning, assessment and observing lessons o proposes how to 1853467693reas for development, set objectives and draw up action plans o contains useful photocopiable formats o uses case study material to illustrate potential problems and good practice Throughout, the purpose is to help schools and teachers to be more effective.

Good teachers are distinguished by their characteristics - passion, integrity, initiative, confidence and more - yet recruitment tends to focus on skills and knowledge. Skills are vital, but are not the whole picture. This handbook provides a comprehensive technique for spotting and assessing the deeper characteristics of outstanding teachers during interview, using the Hay McBer research into effective teaching. Spotting an outstanding teacher, however, is wasted if they are not attracted to the school. Included in this guide is a means of evaluating, improving and communicating a school's attractiveness to candidates and existing staff. Providing a pathway through the complex recruitment process - from defining the school's needs to welcoming the new recruit into the school - this book includes: research into teacher effectiveness critical incident interviews definition and attraction assessment induction. Presenting surveys, original research into effective teaching, and interviews with recruiters and recruits, this lively guide offers practical advice for all schools.

This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors. Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader. This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field. The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.

Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, Maria del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.

"The author does all the right things: stays on task, stays focused, communicates clearly, gives correct and adequate information that practitioners can understand and implement, and presents the content in a scholarly, yet friendly style that promotes collaborative efforts." -Marie Kraska, Professor of Educational Foundations, Leadership, and Technology Auburn University "Clear, concise, understandable information presented in a positive, upbeat, and respectful manner. I couldn't wait to share this with other team members!" -Debbie Johnson, Principal Lunt School, Falmouth, ME Make informed decisions about programs with this step-by-step evaluation process! School leaders can strengthen curriculum and help students experience greater achievement when they have an efficient process for evaluating the effectiveness of school programs. This reader-friendly resource presents a substantive overview of key concepts of the program evaluation process and offers practical guidelines to help administrators and faculty plan and carry out thoughtful evaluations. Designed for new and experienced site-based administrators, this comprehensive second edition provides a wealth of updated information and tools for implementing evaluations, including: An expanded section on needs assessment, complete with new examples Additional methods to analyze data more productively Strategies for using graphs to communicate program results An in-depth discussion of the principal's role in the evaluation process A built-in facilitator's guide and checklist A successful, ongoing evaluation process can promote a collaborative culture among faculty, improve teachers' sense of accomplishment, and strengthen your school's ability to meet the expectations of students and parents.

Take the confusion out of assessment, and make it work to enhance the learning process?every day!

Assessment and evaluation are central to educational reform, and they represent major shifts in thinking about learning, about schools, and about teaching. Assessment as Learning represents one of these crucial changes, but it encompasses more than just using a variety of new techniques. The concept of Assessment as Learning allows teachers to use their judgment about children?s understanding to inform the teaching process and to determine what to do for individual children.

This timely resource takes the mystery and confusion out of assessment by reframing its purpose in student evaluation and learning. It will provide teachers and school and district administrators with:

• Mechanisms for effective use of assessment as learning in a variety of contexts
• Compelling, real-life examples and case studies drawn from the author?s own experiences
• Sample rubrics and lesson plans as well as "Ideas for Follow-up" at the end of each chapter
• An understanding of the possible confusion surrounding assessment and its place in the learning process
• A detailed discussion of the changing role of schooling and our increasing knowledge about the complex nature of learning

Learn to embrace assessment, not just as a tool for student evaluation, but as a valuable strategy for everyday classroom learning.

The secret to giving better feedback isn't what we say - it's what others hear. Too often, people hear about a past they can't control, not a future they can. That changes with "feedforward" - a radical approach to sharing feedback that unleashes the performance and potential of everyone around us. From managers and coaches trying to energize their teams, to teachers hoping to motivate their students, to parents looking to empower their children, people from all walks of life want others to hear what they have to say. Through a lively blend of stories and studies, The Feedback Fix shows them how by presenting a six-part REPAIR plan that spreads feedforward across boardrooms, classrooms, and even dining rooms. Even with drastic changes in how we work and live, the experiences we create for others - joy or fear, growth or decline, success or failure - still hang on the feedback we share. The Feedback Fix makes a compelling argument for getting what we want by giving others what they need - all while rebuilding the way we lead, learn, and live.

'I have not seen anything quite as systematic as this material in guiding the reader through a process for developing a valid and reliable assessment plan. Covers all the areas one would want in designing a system for accreditation or for other purposes' - Martha Gage, Director, Teacher Education & Licensure, Kansas State Department of Education 'Realistically reveals the extent of the task of teacher certification and provides us with a structured learning experience that should improve our abilities with this task' - Pearl Solomon, Associate Professor, St. Thomas Aquinas College A complete, step-by-step guide to teacher assessments that meet national accreditation and accountability standards. Written in a reader-friendly style for busy faculty members and school administrators with little or no prior knowledge of statistics, this comprehensive model is designed to create fair, valid, and reliable assessments of teacher knowledge and skills. Evaluation experts Judy Wilkerson and Steve Lang provide detailed guidance for the complete five-step assessment process, making this an ideal resource both for preservice and inservice settings, including accreditation reviews and teacher induction programs. Offering worksheets and activities to illustrate every step of the process, this all-inclusive handbook covers: o Definitions, contextual factors, and sampling o Aligning performance tasks with standards defined by NCLB, NCATE, INTASC, and other groups o Designing and implementing data tracking and management systems o Ensuring psychometric integrity Valid and reliable decisions about teacher competency are based on fair, valid, and reliable assessment systems. Assessing Teacher Competency is the book all teacher educators, supervisors, and mentors have been waiting for.

Good teachers are distinguished by their characteristics - passion, integrity, initiative, confidence and more - yet recruitment tends to focus on skills and knowledge. Skills are vital, but are not the whole picture. This handbook provides a comprehensive technique for spotting and assessing the deeper characteristics of outstanding teachers during interview, using the Hay McBer research into effective teaching. Spotting an outstanding teacher, however, is wasted if they are not attracted to the school. Included in this guide is a means of evaluating, improving and communicating a school's attractiveness to candidates and existing staff. Providing a pathway through the complex recruitment process - from defining the school's needs to welcoming the new recruit into the school - this book includes: research into teacher effectiveness critical incident interviews definition and attraction assessment induction. Presenting surveys, original research into effective teaching, and interviews with recruiters and recruits, this lively guide offers practical advice for all schools.

A guide to current practice in assessment, particularly for those professionals coming to terms with new pressures on their traditional teaching practices. Increased use of IT, flexible assessment methods and quality assurance all affect assessment, and the need to diversify and adapt traditional assessment practices to suit new modes of learning is clearer than ever. The Student Assessment Handbook looks at the effectiveness of traditional methods in the present day and provides guidelines on how these methods may be developed to suit today's teaching environments. It is a practical resource with case studies, reflection boxes and diagnostic tools to help the reader apply the principles to everyday teaching. The book provides advice on a wide range of topics including: * assessing to promote particular kinds of learning outcomes * using meaningful assessment techniques to assess large groups * the implications of flexible learning on timing and pacing of assessment * the pros and cons of online assessment * tackling Web plagiarism and the authentication of student work * mentoring assessment standards * assessing generic skills and quality assurance.

Induction - the first year of a teacher's career - is a crucial, and potentially difficult, period. This book, the work of a well-known and highly respected team of experts on the subject, is based on a comprehensive nationwide research project into the implementation and effectiveness of the latest statutory regulations covering induction in England. It includes not only findings from this research, but also numerous ideas from, and examples of, best practice.
Including case studies from primary and secondary schools, in the state and private sectors,
This book raises awareness of the complexities entailed in inducting new teachers, addresses the issues, dilemmas and problems of induction and celebrates the achievements of the national induction policy. Its insights provide an invaluable guide to the effective implementation of induction in schools.

eBook available with sample pages: 0203220153

An examination of the ways in which gender intersects with informal and formal education in England, Germany, Indonesia, South Africa, USA and the Netherlands. The book looks at various issues including: citizenship; authority; colonialism and education; linkages between rationality and affect, desire and pedagogy; the construction of national identities; and the traversing of public and private identites by parents, educational reformers and teachers.

Drawing on her many years as an analyst for the US based Educational Testing Service,the author offers the first balanced overview of the many-headed debate about the usefulness and reliability of standardized tests.

Offering an alternative approach to the current models of assessing intelligence, this volume presents a comprehensive and informed understanding of the biological and cultural influences on intellectual behavior. In Assessing Intelligence, authors Eleanor Armour-Thomas and Sharon-Ann Gopaul-McNicol propose a "bio-cultural" model for intelligence assessment. This volume begins by examining the issues pertaining to intellectual assessment, the nature of intelligence, and the biological influences on cognition. It then explores a new model for assessing all childrenuThe Four-Tier Bio-Cultural Assessment System--and it presents an evaluation of that system. Finally, it offers training suggestions for teachers, parents, counselors, and psychologists for enhancing the intellectual potential of all children, and it presents implications for future research and clinical work as well as a vision for policymakers to ensure culturally sensitive assessment. Assessing Intelligence offers a diverse perspective from the fields of clinical psychology, school psychology, education, and education psychology. It will be a valuable resource for practitioners, researchers, and policymakers in the fields of general psychology, clinical psychology, education, social psychology, cross-cultural psychology, multicultural psychology, political science, and cultural studies.

Action Research in the Classroom: Helping Teachers Assess and Improve their Work guides teacher-researchers through the process of using action research in their practice to improve students' learning and teachers' teaching. The book uses actual classroom examples to assist aspiring, new, and veteran teachers and those who support them (administrators, department chairpersons, and mentors) in using a six-step process L.E.A.D.E.R. to successfully accomplish and share research conducted by actual classroom teachers. Each step in the L.E.A.D.E.R. process -- (1) L=Look at the Problem, (2) E=Examine what we know; (3) A=Acquire knowledge of school problem-solving; (4) D=Devise a plan for improvement; (5) E=Execute the plan; and, (6) R=Repeat steps and processes as needed -- can guide teachers, administrators, and even parents - and students - in solving their own problems and improving their learning and teaching.

"The best educators are the best learners. It's all about teaching, learning, and feedback, and this book brings common sense to common practice." -Raymond J. McNulty, Senior Vice President International Center for Leadership in Education "At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of 'best practice' and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning." -Page Keeley, Senior Program Director Maine Mathematics and Science Alliance A complete instructional leadership system for improving classroom practice! Providing effective classroom evaluation is a critical function of authentic instructional leadership. Diagnostic classroom observation (DCO) is a research-based system that helps principals and other supervisors carry out classroom observations and evaluations to support effective teaching practices. Developed in collaboration with NWREL and the Vermont Institutes, the DCO model covers the entire supervision process, from preconference analysis to postconference follow-up, and includes protocols for observing math, science, and literacy instruction. Program users can determine classroom quality and student engagement by evaluating four critical aspects of instructional practice: lesson planning, lesson implementation, lesson content, and classroom culture. Additionally, the author supplies readers with: - Classroom observation forms to help identify instructor strengths and weaknesses - Scoring forms to assist with the final evaluation and review process - Real-world vignettes that clearly illustrate key indicators of quality teaching - Methods for matching student learning assessments with appropriate instructional strategies - Guidance for introducing DCO into any school or school district Diagnostic Classroom Observation offers principals and teacher leaders a thoroughly tested and validated classroom observation system that improves instructional performance and enhances student learning.

New Edition of Best Seller!

"How to Handle Staff Misconduct has simplified the process with its step-by-step format and has removed a lot of the emotions that have previously gone into addressing staff misconduct issues. I?ve had occasions to put the steps into play and have found them to be logical and straightforward."
Anne Hutcheson, Director of Special Education and Pupil Personnel
Bellefonte Area School District, Pennsylvania

"Lawrence and Vachon did an outstanding job of writing guidelines that deal with the core aspects of supervision and documentation without becoming embroiled in state law issues and differences. I wish that I had this book as a guideline when I became a principal. I would have used it to train new hires on my administrative team."
Mary A. King, Director of High School Services
Texas Association of Secondary School Principals

Ever-changing laws regarding sexual harassment, teacher accountability, and safety in the workplace, combined with increasingly complex union contracts, have made the handling of staff misconduct a veritable minefield for novice and experienced administrators alike. Fortunately, this expanded and updated second edition of an indispensable resource will clarify all of the steps principals must take to ensure that their schools are run according to the policies and laws that govern them.

In clearly delineated sections, How to Handle Staff Misconduct, Second Edition, offers strategies that include managing excessive tardiness, insubordination, misconduct requiring suspension, and even criminal behaviors. Each section includes an outline of principal responsibilities, and common errors that can interfere with a successful intervention.

In addition, the authors demonstrate:

• How to use progressive discipline to fairly correct unwanted behaviors
• How to set up a school-level misconduct meeting
• Why just cause is a key defense against legal backlash
• How due process can avoid technical errors during a disciplinary action
• Why privacy is paramount

Covering everything from the first day of school to the first sign of an infraction, this book guides administrators through all phases of investigation and documentation, and remains an essential resource for any principal or supervisor trying to keep students and staff focused on education.

`Marilyn Cochran-Smith's keen insights about the politics and substance of teacher education reform focus like a laser on the central issues of educational equity and quality in our time. Anyone who wants to understand what's happening to teaching in this country, and what's at stake, should read this book.' -Linda Darling-Hammond, Charles E. Ducommun Professor of Education Stanford University `Marilyn Cochran-Smith is one of the strongest voices in teacher education today. By weighing the evidence, challenging orthodoxy, and analyzing the policies, she has given teacher education a firm footing in the scholarly canon. Her leadership is vital to the field's viability.' -Gloria Ladson-Billings, Kellner Family Chair in Urban Education University of Wisconsin, Madison Access the insight and wisdom of one of today's leading educational scholars in one concise volume! When it comes to determining the best approach to teacher preparation, today's teachers, teacher educators, and school leaders face an overwhelmingly contentious environment. Through her influential essays in the Journal of Teacher Education, however, Marilyn Cochran-Smith has consistently provided educators with a distinguished voice of reason, advocacy, inspiration, and social justice. This powerful text organizes all of her editorials for the first time into one concise volume, making this an essential guide to teacher preparation at its best.

Crafting the Feedback Teachers Need and Deserve illuminates an often overlooked aspect of educational leadership: providing quality written feedback. This resource offers context, purpose, and techniques on how to capture and write beneficial feedback. Proven in school districts, Van Soelen's strategies will accelerate improvement in classroom practice and result in teachers who crave feedback and use it to supervise themselves. Full of examples and complete with an assessment tool to gauge current practice, this book shares insights into providing effective observation and feedback within any teacher evaluation system.

This celebrated primer presents an introduction to all of the key ingredients in understanding computerized adaptive testing technology, test development, statistics, and mental test theory. Based on years of research, this accessible book educates the novice and serves as a compendium of state-of-the-art information for professionals interested in computerized testing in the areas of education, psychology, and other related social sciences. A hypothetical test taken as a prelude to employment is used as a common example throughout to highlight this book's most important features and problems.
Changes in the new edition include:
*a completely rewritten chapter 2 on the system considerations needed for modern computerized adaptive testing;
*a revised chapter 4 to include the latest in methodology surrounding online calibration and in the modeling of testlets; and
*a new chapter 10 with helpful information on how test items are really selected, usage patterns, how usage patterns influence the number of new items required, and tools for managing item pools.

"There is a vitally important link between teacher preparation and the performance of those teachers and their students. Assessing Teacher Competency and Assessing Teacher Dispositions provide a strong underpinning to improve teacher competencies in both the cognitive and affective domains in ways that we can hope will endure post-licensure." -From the Foreword by Richard C. Kunkel "Well researched and standards based, with activities, worksheets, definitions, and rubrics. Addresses a topic that has been a mystery to assessment gurus." -Marilyn K. Troupe, Director Division of Educator Preparation, Kentucky Education Professional Standards Board At last, a step-by-step guide for assessing teacher dispositions that addresses national accreditation standards. While school leaders have long sought a definitive tool for assessing teacher affect and dispositions, a practical method for measurement has proven elusive-until now. Assessing Teacher Dispositions presents a conceptual framework that helps educators understand what "appropriate dispositions" are, why it is important to measure them, and how to implement an assessment process in their schools and districts. This indispensable companion to Assessing Teacher Competency introduces the authors' research-based five-step DAATS model, combining user-friendly definitions and guiding questions with an examination of assessment design, planning, instrument development, decision making, and data management. Linked to national standards for best practice set by NCATE, INTASC, and NBPTS, the DAATS approach offers: A step-by-step implementation sequence with worksheets and training activities Examples from preservice and inservice settings A comprehensive assessment system when used with the CAATS model for assessing teacher competency (knowledge and skills) This groundbreaking text offers a field-tested, valid, and reliable process for dispositions assessment that is ideal for schools of education, teacher induction programs, and preservice and inservice training.

Created by professors for professors, the Faculty Awards compendium is the first and only university awards program in the United States based on faculty peer evaluations. The Faculty Awards series recognizes and rewards outstanding faculty members at colleges and universities across the United States. Voting was not open to students or the public at large. With tens of thousands of educators participating, votes and comments were expertly tabulated and reviewed to present this honor and publish the list of recipients in the 2015 compendiums. This year's Volume 3 edition includes over 1,280 national award winners from over 554 U.S. colleges and universities within the disciplines of Engineering, Computer and Information Sciences and Science. Photos and winner descriptions are selectively included.

This exciting new book is for school leaders who are interested in transforming their school and district practices. Discussing issues that impact students, teachers within their classrooms, and the larger school community, "Formative Assessment Leadership" explores how leaders can implement effective professional development and positive change in their schools. Breaking down formative assessment into manageable, understandable parts, the authors provide:

"A fine blend of analysis and highly practical advice. Useful for anyone interested in the professional development of teachers as a collaborative learning process."
Stephen Brookfield, Professor
University of St. Thomas, St. Paul, Minnesota

Encourage your teachers to form study groups to enrich their professional development programs.

This book shows how "Learning Circles"?small groups of learners who come together to support each other in learning?can make great improvements in the quality of teaching and learning in your school.

Based on six key conditions, teachers form Learning Circles by learning how to:

Help your teachers see how reflective practice can boost their effectiveness! They can make significant, positive differences in your school by improving how people relate to each other and sharing a vision for change.

How does classroom observation support your professional development?

How can you observe as effectively as possible?

Highly regarded as one of the most widely used and authoritative texts on this topic, An Introduction to Classroom Observation is an essential text for anyone serious about becoming a good teacher or researcher in education.

Now part of the Routledge Education Classic Edition Series, E.C. Wragg 's straightforward guide includes a combination of case studies, photographs and illustrations to show how various people study lessons for different purposes and in different contexts. It outlines a range of approaches in clear language and gives examples of successful methods that have been employed by teachers, student teachers, researchers and pupils.

With a new preface from Professor Richard Pring, the classic edition of this indispensible text is for a new generation of education professionals serious about becoming good teachers and researchers.