This text provides an evaluation of headteachers' tasks, including categories and specific tasks. It also contains a list of heads' preferred personality characteristics, indicating their favourite ways of working, leadership styles and team roles.

As the initial training of teachers becomes increasingly school-based, and as schools and colleges develop formal induction programmes for their newly qualified teachers, the role of the teacher mentor is fast becoming a pivotal one in teacher education. Individual sections look at mentoring as it relates to: initial training; induction; assessment; and whole institution staff development. Throughout, the emphasis is on the ways in which mentoring contributes at all points in the continuum of professional development. Anyone involved in mentoring in any setting - from the primary school to the adult education college - should find this book useful as a guide to reflection and a spur to action. Trevor Kerry has also published "Topic Work in the Primary School" (Routledge, 1988) and "Developing Teachers Professionally" (Routledge, 1993). Ann Shelton Mayes is co-author, with Bob Moon, of "Teaching and Learning in the Secondary School" (Routledge, 1993).

This account of teacher research is a study of four first grade classrooms, and the interaction between the teachers and their students. The accounts give examples of "good teaching" and show, through case studies, how the students can better learn and teachers better teach. The author demonstrates examples of good teaching by means of dialogues between teachers and students, and she sees the "ethnography of empowerment" as bringing university staff closer to the empowering practice, in the same way that teacher-research work has brought teachers closer to empowering university practice.

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between `the managers' and `the teachers'. The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that `conscientiousness' poses a professional dilemma for secondary teachers.

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between `the managers' and `the teachers'. The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that `conscientiousness' poses a professional dilemma for secondary teachers.

`Outlines a systematic method that helps professional educators focus their energies on lasting professional growth. Strategies and templates assist teachers in reflecting on their own professional performance, setting their own learning targets, and managing their own progress toward greater professional success' - Scott Estes, Principal Glendale School, East Peoria, IL Recognising that student achievement is intrinsically linked to high-quality teaching, Jodi Peine offers an invaluable guide that helps educational leaders strengthen teachers' instructional practice with an individualised and robust professional development process. The author provides administrators and staff developers with step-by-step guidance for designing, implementing, and sustaining a professional growth plan. Grounded in research at elementary, middle, and high school levels, the process is delivered in manageable sections with reproducible forms for every step. With a refined method that includes formal data analysis, this guidebook: - Demonstrates how participants can develop their own goals and action plans - Provides current terminology and topics for individual growth plan development - Examines steps to take after completing first-generation professional growth plans - Helps redefine school improvement efforts to produce enduring systemic change The Educator's Professional Growth Plan, Second Edition, provides a targeted approach that accommodates the unique needs of individual teachers. Within a supportive context, educators can assume responsibility for their own learning, witness changes in their professional practice, and realise substantive gains in student performance.

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 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.

"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.

'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.

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.

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.

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

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.

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.

"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.

"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.