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Books > Social sciences > Education > Organization & management of education > Teacher assessment
In his new book, expert in teacher evaluation Kenneth D. Peterson, offers headteachers accessible strategies for improving teacher evaluation. Peterson centers his approach on three areas: " increasing the amount of objective data " improving and increasing the amount of teacher involvement, and " increasing the technical and sociological quality of the evaluation process. This book is a must for new and experienced headteachers who want to improve the teacher evaluation process, build more meaningful relationships with teachers, and ultimately, improve teaching and learning in their schools!
Most teachers try to avoid evaluation, but that's no longer an option in this age of accountability and school reform. However, evaluation doesn't need to be something that teachers fear. As the authors of this accessible resource guide so aptly show, evaluation can be done with a minimum of fuss and without an advanced degree in statistics and research methodology. This user-friendly guide includes easy-to-understand examples, checklists, sample exercises, discussion questions and step-by-step guidance for educational evaluation. It also contains a case study that follows one school and educational authority through the evaluation process, showing what evaluation looks like and feels like in schools and districts. The authors provide a comprehensive set of concepts and guidelines for conducting evaluation studies. The book is results-centered and focused on proven concepts and methods. The authors have developed a simple, four-step process to guide teachers through evaluation: alignment and direction; observations, results, and action and adjustment.
`This book is very thorough in presenting the purpose and accompanying strategies for instilling reflective practices in educators. I believe the reflective thoughts and questions posed throughout are beneficial for teachers' - Karen Harvey, Santa Clarita Valley Beginning Teacher Support and Assessment (BTSA) This Second Edition integrates the latest research and technology with tried-and-true methods for boosting practitioners' reflective thinking skills. The tasks and tools provided have been specifically designed for facilitators of pre-service and inservice teacher education, training, and development-giving them a timesaving blueprint on how to shape their adult learners into analytical and critical thinkers. Attuned to the challenges surrounding teacher training, this easy-to-use guide outlines straightforward activities and concrete assessments that serve as constructive benchmarks for facilitators and teachers alike. It delivers 50 practical strategies for helping educators move through the levels of reflective thinking - from teacher roles, styles, attributes, and observations through such far-reaching concerns as the moral and ethical considerations of teaching.
"Teachers make judgments about students every day, based on such formal and informal appraisals of their work as classroom observation, homework assignments, and teacher-made quizzes. Soon, they'll have the first set of professional standards to help guide them in making such decisions." A Practical Guide to Designing and Assessing Student Evaluation Student evaluation and assessment are central to every school and classroom. Evaluation and assessment are how we find out what students are learning, how they are progressing, and how we can make improvements for their future development. With requirements for testing and standards-based instruction at an all-time high, effective student evaluation is more essential today than ever before. But where in the instructional process should assessments occur? What kinds of questions should be asked? How is the information used to direct student learning? Who has the right to access and use this information? The Joint Committee presents 28 certified standards for assessing evaluation practices in elementary and secondary classrooms. These standards are broken down into four essential attributes of sound evaluation, each providing definitions, guidelines, common errors, supportive documentation, and illustrative case studies:
These standards provide teachers and administrators with the tools they need to master every "nuance" of student evaluation, including validity, political viability, teacher biases, conflicts of interest, a student?s right to privacy, and much more. But most important, they will help ensure that student evaluation practices are on track, so we can properly serve and improve student learning. These standards have been approved by the American National Standards Institute (ANSI), and were developed with assistance from members of 16 professional societies: American Association of School Administrators American Counseling Association American Educational Research Association American Evaluation Association American Psychological Association Association for Supervision and Curriculum Development Canadian Evaluation Society Canadian Society for the Study of Education Consortium for Research on Educational Accountability and Teacher Evaluation Council of Chief State School Officers National Association of Elementary School Principals National Association of Secondary School Principals National Council on Measurement in Education National Education Association National Legislative Program Evaluation Society National School Boards Association
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:
Learn to embrace assessment, not just as a tool for student evaluation, but as a valuable strategy for everyday classroom 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." "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." What administrators must know about staff misbehavior and the steps to correct it 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:
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.
Foreword by Susan Mundry "The authors provide a rationale and practical tools for weaving continuous assessment and instruction in science into the fabric of learning. Teachers who use the methods in the book will know what and how students are learning every day and gain insights into how to best facilitate learning in their classrooms." Experience the delight and professional growth that comes from engaging deeply with your students!
By engaging in this process of inquiry and continuous assessment, both students and teachers will benefit from this fresh approach to learning, thinking, and assessment.
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." "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." What administrators must know about staff misbehavior and the steps to correct it 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:
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.
"Teachers make judgments about students every day, based on such formal and informal appraisals of their work as classroom observation, homework assignments, and teacher-made quizzes. Soon, they'll have the first set of professional standards to help guide them in making such decisions." A Practical Guide to Designing and Assessing Student Evaluation Student evaluation and assessment are central to every school and classroom. Evaluation and assessment are how we find out what students are learning, how they are progressing, and how we can make improvements for their future development. With requirements for testing and standards-based instruction at an all-time high, effective student evaluation is more essential today than ever before. But where in the instructional process should assessments occur? What kinds of questions should be asked? How is the information used to direct student learning? Who has the right to access and use this information? The Joint Committee presents 28 certified standards for assessing evaluation practices in elementary and secondary classrooms. These standards are broken down into four essential attributes of sound evaluation, each providing definitions, guidelines, common errors, supportive documentation, and illustrative case studies:
These standards provide teachers and administrators with the tools they need to master every "nuance" of student evaluation, including validity, political viability, teacher biases, conflicts of interest, a student?s right to privacy, and much more. But most important, they will help ensure that student evaluation practices are on track, so we can properly serve and improve student learning. These standards have been approved by the American National Standards Institute (ANSI), and were developed with assistance from members of 16 professional societies: American Association of School Administrators American Counseling Association American Educational Research Association American Evaluation Association American Psychological Association Association for Supervision and Curriculum Development Canadian Evaluation Society Canadian Society for the Study of Education Consortium for Research on Educational Accountability and Teacher Evaluation Council of Chief State School Officers National Association of Elementary School Principals National Association of Secondary School Principals National Council on Measurement in Education National Education Association National Legislative Program Evaluation Society National School Boards Association
This is a courageous manuscript that challenges educators to examine their current thinking about assessment and what they believe about education." Paul Gathercoal, Associate Professor, School of Education, California Lutheran University Thousand Oaks, CA "Will appeal to all educators, particularly to classroom teachers who are searching for portfolio examples. Practitioners will find this book is an excellent guide." Robert B. Amenta, Professor of Education Administration, California Lutheran University, Thousand Oaks, California Are current assessment practices doing the majority of our students justice? Linda Mabry takes a long hard look at the reality of assessment in education today. Her book is a guide to help you bring your purposes and contexts into focus and design assessment to support and enhance student learning. Discover what kind of assessment is best for your students. This book will help you look at various methods of assessment and the consequences these practices have on your professional relationships with students and colleagues. Mabry makes a strong case for reconsideration of testing assumptions and approaches and their implications. She explores alternatives and compares them to current educational assessments, examining the importance of individualization versus standardized testing. You'll learn to match purpose to contexts, assessment to curriculum, and theory to practice. Design a custom assessment program individualized to fit your students, school, and community, one that will be enriched by your professional experience and ideas. Make assessment a positive part of the learning process. An excellent resource for students and faculty in school of educational administration, and for principals and administrators. A valuable asset for university, college, school district, and school libraries.
Research on Professional Development Schools, the seventh Teacher Education Yearbook, is concerned with the professional development of teachers at every phase of their careers. It focuses on professional development schools (PDSs) and attempts to determine whether collaborative efforts between schools and higher education are paying off in better-educated teachers. The book is divided into four sections, each dealing with a different aspect of teacher education in a PDS: collaboration, contexts, leadership, and inquiry. Each section focuses on one of these themes and includes an introductory chapter that provides a framework and overview and a closing chapter that discusses the theme?s implications. Professional development schools historically have had four primary goals. These goals are to encourage the teacher as:
Contributing authors use rich descriptions of their research on PDSs to help educators understand the challenges and difficulties involved, as well as ease the movement toward creation of successful PDSs that will fulfill their original teacher education goals. The ultimate objective of the PDS is to improve education for students, beginning and practicing teachers, and university faculty. Every educator who is interested in the quality of education provided for student teachers and practicing teachers will want to read this book. The book is also for researchers who seek to understand how PDSs can change the way we view professional development for educators.
"With a clear picture of what motivates teachers, Beerens gives us a workable and virtuous approach to nurturing professional teachers. His proposals are rooted in authentic experience and a caring heart." A new system that moves beyond accountability?toward growth! Now there is a new system that offers administrators strong grounding in theory and real-life practical skills for successfully evaluating teachers. Dan Beerens? Growth-Focused Evaluation System offers more than accountability?it paves the way for improved teacher and student success. This new approach incorporates:
The development of the teacher as a professional is the key to a successful learning culture within a school. Evaluating Teachers for Professional Growth is a crucial resource for any administrator who wants to implement an evaluation plan that works ? for teachers, schools, and students. This accessible guide offers: Administrators who strive to achieve sustained and meaningful professional growth for teachers will find this book a key resource. About the Author: Dan Beerens has taught behavior-disordered and physically disabled school students, has served as principal of several elementary and middle schools, and has presented on teacher evaluation and professional growth at regional and national conferences. He has been significantly involved in systemwide curricular change and program development within every district he has served.
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.
"A fine blend of analysis and highly practical advice. Useful for anyone interested in the professional development of teachers as a collaborative learning process." 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: 1. Build "community" with other learners 2. Construct knowledge through personal experience 3. Support other learners in their reflective practices 4. Document reflections on professional experiences 5. Assess growth expectations 6. Improve the culture in classrooms, schools, and communities 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.
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.
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.
This book provides prospective facilitators with clear instructions on how to plan and effectively deliver a "Successful Substitute Teaching" workshop.
This book makes a unique contribution to classroom assessment literature, linking teacher-friendly examples to scholarly work and current research in the field, and providing comprehensive, hands-on information on core concepts in accessible terms. Examples of real activities and questions for reflection and discussion aim to enrich understanding.
This is a practical guide to developing and implementing challenging and engaging performance tasks in the classroom as a means to teach, monitor and extend student learning. The result of engaging in this process is the creation of learning experiences that deepen students' learning and application of learning intentions and success criteria generated from the new, state standards and to provide feedback to teachers to make instructional decisions based on student performance of the learning tasks.
This book provides workshop participants with copies of all "Power Point "slides formatted to facilitate note-taking or journaling during the training.
What's wrong with today's teacher-evaluation systems-and how to improve them Unsound teacher evaluation practices lead to misinformed decisions regarding strategies for student learning, resulting in negative effects to students. Education measurement and evaluation expert W. James Popham critiques what is wrong with many existing teacher-evaluation systems and offers an alternate system that respects the professionalism and dignity of teachers. Popham argues that, because teaching is a very situation- specific profession, the use of any paint-by-numbers, one- size-fits-all teacher evaluation system is patently absurd. Rather, the only defensible approach to teacher evaluation is to base it on collegial judgment, that is, on the evaluative conclusions of experienced teachers who have been specifically trained and formally certified to carry out this function. This book discusses: Key strengths and weaknesses of prominent teacher-evaluation evidence How to improve a flawed teacher-evaluation program The merits of a teacher evaluation program based on "evidence-governed collegial judgment
With the increasing emphasis on continuing professional development for teachers and all educational practitioners, the use of portfolios to plan, chart and review professional development is now widespread. Drawing directly from their experience of developing portfolios and portfolio-based assessment, and from current research, this book enables the reader to: - design and plan a portfolio - chart and analyse relevant professional experiences - reflect critically on practice - assess performance against standards and competences frameworks - present evidence of practice and achievements - plan their continuing professional development There are Chapter Objectives, Key Questions and Tasks in every chapter, which adds to the practical focus of the book. An essential read for teachers, teaching assistants, any practitioner assembling a Continuing Professional Department (CPD) portfolio, those working towards further qualifications such as Chartered Teacher status, newly qualified and probationary teachers and anyone involved in supporting and mentoring CPD.
`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.
Developing Portfolios for Authentic Assessment, Pre K-3 offers preschool and primary teachers practical ways to build student portfolios and make authentic assessment work. Reflecting current research on young children's learning needs and developmentally appropriate teaching practices, this highly practical text helps educators efficiently gather and analyze data about children in their learning environments. Busy practitioners will find: -Easy-to-use materials and procedures that require minimal expense and preparation time -Guidelines to streamline organization and management considerations - Classroom applications for integrating assessments with instruction
`This is a good and needed book. I would buy it, and recommend it to a wide range of educators.' -Kenneth D. Peterson, Professor, Portland State University `The authors have amassed a tremendous amount of information and assembled it into a very readable book that is an excellent resource.' -Randel Beaver, Superintendent, Archer City School District, TX Attract and retain the highest-quality teachers through competitive compensation programs! While many working in the teaching profession cite intangible rewards as reasons for staying in the profession, concrete rewards such as salary, benefits, and working conditions are inextricably linked to recruiting, motivating, and retaining highly-qualified teachers. This timely text examines the fundamental link between teacher pay and teacher quality as well as the extent to which it is aligned with student achievement. Existing compensation models are reviewed in order to provide a practical, research-based approach for developing a comprehensive, best-practice teacher compensation system. School administrators can use these synthesized, innovative findings to: Determine the most practical compensation model for achieving their school's objectives Examine different pay options used across the country Connect their school's compensation program to organizational goals Discover how to attract and retain high-quality teachers |
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