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Leading and Learning for Effective Feedback in K-12 Classrooms
provides practical applications for those who conduct teacher
classroom observations and provide feedback for growth. Leaders
will learn strategies to support content and program area teachers
with effective feedback practices. The book supplements effective
instructional practices and includes strategies for useful
modifications of mandated uniform observation instruments. The
collection of thirteen chapters in this edited text includes:
Supervisory theories Developmental and differentiated feedback
Applying human resource orientation to supervision Using classroom
video for supervision Feedback for equitable change Feedback for
culturally responsive instruction Teacher supervision in: STEM,
literacy, early childhood education, gifted education, career and
technical education, and virtual schools After reading Leading and
Learning for Effective Feedback in K-12 Classrooms, readers will be
equipped with foundational knowledge as well as specific feedback
strategies for supervising programs and content areas. Readers will
develop skills in providing effective feedback that promotes
teacher growth leading to instructional strategies that increases
student learning.
Leading and Learning for Effective Feedback in K-12 Classrooms
provides practical applications for those who conduct teacher
classroom observations and provide feedback for growth. Leaders
will learn strategies to support content and program area teachers
with effective feedback practices. The book supplements effective
instructional practices and includes strategies for useful
modifications of mandated uniform observation instruments. The
collection of thirteen chapters in this edited text includes:
Supervisory theories Developmental and differentiated feedback
Applying human resource orientation to supervision Using classroom
video for supervision Feedback for equitable change Feedback for
culturally responsive instruction Teacher supervision in: STEM,
literacy, early childhood education, gifted education, career and
technical education, and virtual schools After reading Leading and
Learning for Effective Feedback in K-12 Classrooms, readers will be
equipped with foundational knowledge as well as specific feedback
strategies for supervising programs and content areas. Readers will
develop skills in providing effective feedback that promotes
teacher growth leading to instructional strategies that increases
student learning.
Looking in Classrooms uses educational, psychological, and social
science theories and classroom-based research to teach future
classroom teachers about the complexities and demands of classroom
instruction. While maintaining the core approach of the first ten
editions, the book has been thoroughly revised and updated with new
research-based content on teacher evaluation, self-assessment, and
decision-making; special emphases on teaching students from diverse
ethnic, cultural, class, and gender-identity contexts; and rich
suggestions for integrating technology into classroom instruction.
Widely considered to be the most comprehensive and authoritative
source available on effective, successful teaching, Looking in
Classrooms synthesizes the knowledge base on student motivation,
classroom management, teacher expectations, teacher effectiveness,
adaptive instruction for individual learners, and informative
observational techniques for enhancing teaching. It addresses key
topics in classroom instruction in an accessible fashion, promoting
easy intepretation and transfer to practice, and articulates the
roles of teacher-centered pedagogy, student-centered instruction,
and project-based learning in today's classroom. Guided by durable
historical knowledge as well as dynamic, emerging conceptions of
teaching, this text is ideal for undergraduate teacher training
programs and for masters-level courses for teachers,
administrators, and superintendents.
In response to Race to the Top, schools nationwide are rapidly
overhauling their teacher evaluation processes. Often forced to
develop and implement these programs without adequate
extra-institutional support or relevant experience, already-taxed
administrators need accessible and practical resources. Improving
Teaching through Observation and Feedback brings cutting-edge
research and years of practical experience directly to those who
need them. In five concise chapters, Thomas Good and Alyson Lavigne
briefly outline the history of RttT and then move quickly and
authoritatively to a discussion of best practices. This book is a
perfect resource for administrators reworking their processes for
new evaluation guidelines.
Looking in Classrooms uses educational, psychological, and social
science theories and classroom-based research to teach future
classroom teachers about the complexities and demands of classroom
instruction. While maintaining the core approach of the first ten
editions, the book has been thoroughly revised and updated with new
research-based content on teacher evaluation, self-assessment, and
decision-making; special emphases on teaching students from diverse
ethnic, cultural, class, and gender-identity contexts; and rich
suggestions for integrating technology into classroom instruction.
Widely considered to be the most comprehensive and authoritative
source available on effective, successful teaching, Looking in
Classrooms synthesizes the knowledge base on student motivation,
classroom management, teacher expectations, teacher effectiveness,
adaptive instruction for individual learners, and informative
observational techniques for enhancing teaching. It addresses key
topics in classroom instruction in an accessible fashion, promoting
easy intepretation and transfer to practice, and articulates the
roles of teacher-centered pedagogy, student-centered instruction,
and project-based learning in today's classroom. Guided by durable
historical knowledge as well as dynamic, emerging conceptions of
teaching, this text is ideal for undergraduate teacher training
programs and for masters-level courses for teachers,
administrators, and superintendents.
In response to Race to the Top, schools nationwide are rapidly
overhauling their teacher evaluation processes. Often forced to
develop and implement these programs without adequate
extra-institutional support or relevant experience, already-taxed
administrators need accessible and practical resources. Improving
Teaching through Observation and Feedback brings cutting-edge
research and years of practical experience directly to those who
need them. In five concise chapters, Thomas Good and Alyson Lavigne
briefly outline the history of RttT and then move quickly and
authoritatively to a discussion of best practices. This book is a
perfect resource for administrators reworking their processes for
new evaluation guidelines.
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