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Superintendent evaluation is a unique process that is often
neglected but critical in this era of accountability. This
invaluable guide provides an overview of the entire process,
including: crafting board policy, criteria for good policy, and
prototype policy. It identifies the unique challenges posed by the
evaluation process and describes a three-tiered model of
evaluation. This model is anchored in the professional standards
for superintendency established by the American Association of
School Administrators (AASA), the National School Boards
Association (NSBA) Key Work of School Boards, the Interstate School
Leaders Licensure Consortium (ISLLC) Standards, and the National
Technology Standards for School Administrators. Numerous sample
forms are included to assist school districts in creating a
customized evaluation protocol to enhance performance. Suggestions
on next steps for the reader conclude the book and additional
resources are described in the annotated bibliography. This
handbook will be of interest to superintendents, school board
members, and professionals involved in the development and support
of superintendents.
This book focuses on using faculty mentoring to empower doctoral
students to successfully complete their doctoral studies. The book
is a collection of mentoring chapters showcasing professors and
dissertation advisors from the most prestigious universities in the
United States. They provide an extraordinary range of mentoring
advice that speaks directly to the doctoral student. Each chapter
addresses a professional or personal component of the doctoral
process that represents how these exceptional faculty best mentor
their doctoral students. Faculty contributions exemplify diverse
perspectives of mentoring: (a) Some faculty are direct and
forthright, pointing the mentee toward his/her destination; (b)
some faculty share personal experiences-offering mentoring advice
from the perspective of someone who traveled a similar path; and
(c) some faculty structure a dialogue between the faculty as mentor
and you as the doctoral student. In all cases, they open
possibilities for achieving success in doctoral studies. Students
discover clues to follow during their doctoral journey. Whether the
student is just beginning to think about entering a doctoral
program, presently taking course studies, under stress, and doesn't
know what the future offers, this is an ideal book because it maps
the entire doctoral process.
In this second edition of Improving Instruction Through
Supervision, Evaluation, and Professional Development we've
maintained the conceptual framework while updating sections to
provide the most recent research on instructional strategies that
have the most promise of helping all students learn. Modifications
of the law resulting from the reauthorization of the 50-year-old
Elementary and Secondary Education Act-Every Student Succeeds Act
(ESSA) (2015)-and their implication for practice are embedded
throughout this new edition. Updated data collection tools for
classroom observations are also provided. We included a link to a
website that contains all the observation tools in electronic
format so that observers can have the opportunity to collect data
on a tablet or laptop, save the observation data as a PDF file and
e-mail those data to the teacher observed. This new edition
recognizes the reality that all principals are responsible for
supervision, evaluation, and professional development of their
teachers-tasks that are neither simple nor without conflict. The
primary audience of this text is aspiring and practicing
principals. We hope to help them understand both the theory and
practice of supervision, evaluation, and professional development.
However, observing instruction, collecting data for reflection, and
having conversations about teaching, are not the sole provinces of
principals. Master teachers, teacher leaders, and teacher
colleagues can also benefit from the supervisory sections of the
book, especially the chapters on high-quality instruction,
improving instruction, and the classroom data collecting tools. The
book provides numerous tools specifically designed to collect a
variety of data in classrooms to improve instruction. Embedded in
each chapter are exercises to apply Theory into Practice by
responding to a set of questions posed by the key issues of the
chapter. After the explication and illustration of the key concepts
and principles of the chapter, actual Instructional Leadership
Challenges as described by a successful practicing principal for
reflection and analysis.
In this second edition of Improving Instruction Through
Supervision, Evaluation, and Professional Development we've
maintained the conceptual framework while updating sections to
provide the most recent research on instructional strategies that
have the most promise of helping all students learn. Modifications
of the law resulting from the reauthorization of the 50-year-old
Elementary and Secondary Education Act-Every Student Succeeds Act
(ESSA) (2015)-and their implication for practice are embedded
throughout this new edition. Updated data collection tools for
classroom observations are also provided. We included a link to a
website that contains all the observation tools in electronic
format so that observers can have the opportunity to collect data
on a tablet or laptop, save the observation data as a PDF file and
e-mail those data to the teacher observed. This new edition
recognizes the reality that all principals are responsible for
supervision, evaluation, and professional development of their
teachers-tasks that are neither simple nor without conflict. The
primary audience of this text is aspiring and practicing
principals. We hope to help them understand both the theory and
practice of supervision, evaluation, and professional development.
However, observing instruction, collecting data for reflection, and
having conversations about teaching, are not the sole provinces of
principals. Master teachers, teacher leaders, and teacher
colleagues can also benefit from the supervisory sections of the
book, especially the chapters on high-quality instruction,
improving instruction, and the classroom data collecting tools. The
book provides numerous tools specifically designed to collect a
variety of data in classrooms to improve instruction. Embedded in
each chapter are exercises to apply Theory into Practice by
responding to a set of questions posed by the key issues of the
chapter. After the explication and illustration of the key concepts
and principles of the chapter, actual Instructional Leadership
Challenges as described by a successful practicing principal for
reflection and analysis.
This new book recognizes the reality that all principals are
responsible for supervision, evaluation, and professional
development of their teachers-tasks that are neither simple nor
without conflict. The primary audience of this text is aspiring and
practicing principals. We hope to help them understand both the
theory and practice of supervision, evaluation, and professional
development. Observing instruction, collection data for reflection,
and having conversations about teaching however, are not sole
provinces of principals. Master teachers, teacher leaders, and
teacher colleagues can also benefit from the Supervisory sections
of the book, especially the chapters on high-quality instruction,
improving instruction, and the classroom data collecting tools.
This new book recognizes the reality that all principals are
responsible for supervision, evaluation, and professional
development of their teachers-tasks that are neither simple nor
without conflict. The primary audience of this text is aspiring and
practicing principals. We hope to help them understand both the
theory and practice of supervision, evaluation, and professional
development. Observing instruction, collection data for reflection,
and having conversations about teaching however, are not sole
provinces of principals. Master teachers, teacher leaders, and
teacher colleagues can also benefit from the Supervisory sections
of the book, especially the chapters on high-quality instruction,
improving instruction, and the classroom data collecting tools.
This work integrates the core instructional leadership tasks of all
principals: supervision, evaluation, and professional development.
The text demonstrates a hands-on approach grounded in sound theory
and rigorous research. It provides both a conceptual frame and
realistic exercises that today's principals and supervisors can use
to improve their practice. The book highlights observation tools
that focus on high-yield instructional strategies. Principals and
supervisors are encouraged to collect data in classrooms and
provide this instructional feedback so together with teachers they
can reflect and identify areas for growth. The models of
supervision, evaluation, and professional development are
research-based and are consistent with contemporary challenges that
confront principals and others committed to improving instruction.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Studies in School
Improvement is the eighth volume in a series on research and theory
in school administration dedicated to advancing our understanding
of schools through empirical study and theoretical analysis. This
selection of readings highlights a number of important factors in
the stimulation and implementation of school improvement, including
transformational leadership; change perspectives of teachers,
principals, and the community; strategies for instructional change;
learning environments and school culture; dropout prevention;
professionalism; trust relations between the teachers and the board
as well as trust between students and teachers; and admission
decisions for educational leadership programs. In addition, a
number of new, reliable and valid measures are developed and
presented for the first time-instruments to assess: 1) change
perspectives of the faculty, 2) professionalism of teachers, and 3)
trust relations between students and teachers. These tools are
valuable aids for both researchers and practitioners in their quest
to understand and implement successful school improvement projects.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Studies in School
Improvement is the eighth volume in a series on research and theory
in school administration dedicated to advancing our understanding
of schools through empirical study and theoretical analysis. This
selection of readings highlights a number of important factors in
the stimulation and implementation of school improvement, including
transformational leadership; change perspectives of teachers,
principals, and the community; strategies for instructional change;
learning environments and school culture; dropout prevention;
professionalism; trust relations between the teachers and the board
as well as trust between students and teachers; and admission
decisions for educational leadership programs. In addition, a
number of new, reliable and valid measures are developed and
presented for the first time-instruments to assess: 1) change
perspectives of the faculty, 2) professionalism of teachers, and 3)
trust relations between students and teachers. These tools are
valuable aids for both researchers and practitioners in their quest
to understand and implement successful school improvement projects.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Improving Schools: Studies
in Leadership and Culture is the seventh in a series on research
and theory dedicated to advancing our understanding of schools
through empirical study and theoretical analysis. This book is
organized around two broad concepts-leadership and culture, which
have important implications for improving schools. The book begins
with an analysis of the saliency of trust in the culture of
schools. In the first chapter, Patrick Forsyth's review of the
consequences of school trust sets the tone for seeking and
developing school cultures that enhance high academic performance
of students. The investigation of school trust is traced over
several decades at four research universities as scholars at each
institution conceptualized, refined, and examined the consequences
of school trust. It seems fair to conclude that a school culture
that is anchored in values and norms of faculty trusting students
and parents facilitates high academic achievement and positive
outcomes.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Improving Schools: Studies
in Leadership and Culture is the seventh in a series on research
and theory dedicated to advancing our understanding of schools
through empirical study and theoretical analysis. This book is
organized around two broad concepts-leadership and culture, which
have important implications for improving schools. The book begins
with an analysis of the saliency of trust in the culture of
schools. In the first chapter, Patrick Forsyth's review of the
consequences of school trust sets the tone for seeking and
developing school cultures that enhance high academic performance
of students. The investigation of school trust is traced over
several decades at four research universities as scholars at each
institution conceptualized, refined, and examined the consequences
of school trust. It seems fair to conclude that a school culture
that is anchored in values and norms of faculty trusting students
and parents facilitates high academic achievement and positive
outcomes.
This book is different than its predecessors in that it identifies
and synthesizes twelve key constructs that have important
implications for both administrators and researchers; these
constructs guide administrators engaged in meaningful school
improvement efforts and provide researchers an agenda for future
study. The articles of the book capture decades of theoretical and
research work. Essential Ideas for the Reform of American Schools
identifies and synthesizes key constructs that have important
implications for the improvement of schools. The articles have been
written over a period of several decades and are grounded in
theoretical analysis and empirical research. Together they form a
coherent body of literature for both practitioners interested in
improving schools and researchers committed to the study of school
effectiveness. Twelve Key Concepts for School Improvement The
chapters are organized around constructs that have been identified
as critical aspects of schooling and schools in the United States;
all have been published in scholarly national and international
journals, and all are analyses we have done alone, together, or
with our colleagues and former students. The research and theory
demonstrates how a body of work by a group of researchers can build
and expand to new areas as old questions are answered and as new
ones shape future inquiry.
This book is different than its predecessors in that it identifies
and synthesizes twelve key constructs that have important
implications for both administrators and researchers; these
constructs guide administrators engaged in meaningful school
improvement efforts and provide researchers an agenda for future
study. The articles of the book capture decades of theoretical and
research work. Essential Ideas for the Reform of American Schools
identifies and synthesizes key constructs that have important
implications for the improvement of schools. The articles have been
written over a period of several decades and are grounded in
theoretical analysis and empirical research. Together they form a
coherent body of literature for both practitioners interested in
improving schools and researchers committed to the study of school
effectiveness. Twelve Key Concepts for School Improvement The
chapters are organized around constructs that have been identified
as critical aspects of schooling and schools in the United States;
all have been published in scholarly national and international
journals, and all are analyses we have done alone, together, or
with our colleagues and former students. The research and theory
demonstrates how a body of work by a group of researchers can build
and expand to new areas as old questions are answered and as new
ones shape future inquiry.
This book provides guidelines to Boards of Education and the
members of communities to conduct a high-quality, research-based
evaluation of their school superintendent. It also includes
examples of contemporary practices of evaluating superintendents
practiced across the United States. In exploring the important
issue of evaluation for the superintendent the complexities and
aspects of the process that make it unique are highlighted. Issues
addressed include: Existing state policies that require/govern
superintendent evaluations & their impact on practice
Evaluation models that should be considered for evaluating
superintendents The consequences of not having a clear set of
policies/procedures Determining the major roles and
responsibilities upon which the superintendent's evaluation should
be based Documenting the superintendent’s job performance
The policy, procedures, and training required for board members
to successfully implement a superintendent evaluation system The
evaluation process proposed ensures fairness to the superintendent
as well as providing accountability to the school district and
community. The focus of all evaluations should be on improved
performance. Evaluation is a means to an end. The ultimate purpose
of superintendent evaluation is improving individual performance in
order to ensure quality services and programs to students.
This book provides guidelines to Boards of Education and the
members of communities to conduct a high-quality, research-based
evaluation of their school superintendent. It also includes
examples of contemporary practices of evaluating superintendents
practiced across the United States. In exploring the important
issue of evaluation for the superintendent the complexities and
aspects of the process that make it unique are highlighted. Issues
addressed include: Existing state policies that require/govern
superintendent evaluations & their impact on practice
Evaluation models that should be considered for evaluating
superintendents The consequences of not having a clear set of
policies/procedures Determining the major roles and
responsibilities upon which the superintendent's evaluation should
be based Documenting the superintendent’s job performance
The policy, procedures, and training required for board members
to successfully implement a superintendent evaluation system The
evaluation process proposed ensures fairness to the superintendent
as well as providing accountability to the school district and
community. The focus of all evaluations should be on improved
performance. Evaluation is a means to an end. The ultimate purpose
of superintendent evaluation is improving individual performance in
order to ensure quality services and programs to students.
This book focuses on using faculty mentoring to empower doctoral
students to successfully complete their doctoral studies. The book
is a collection of mentoring chapters showcasing professors and
dissertation advisors from the most prestigious universities in the
United States. They provide an extraordinary range of mentoring
advice that speaks directly to the doctoral student. Each chapter
addresses a professional or personal component of the doctoral
process that represents how these exceptional faculty best mentor
their doctoral students. Faculty contributions exemplify diverse
perspectives of mentoring: (a) Some faculty are direct and
forthright, pointing the mentee toward his/her destination; (b)
some faculty share personal experiences-offering mentoring advice
from the perspective of someone who traveled a similar path; and
(c) some faculty structure a dialogue between the faculty as mentor
and you as the doctoral student. In all cases, they open
possibilities for achieving success in doctoral studies. Students
discover clues to follow during their doctoral journey. Whether the
student is just beginning to think about entering a doctoral
program, presently taking course studies, under stress, and doesn't
know what the future offers, this is an ideal book because it maps
the entire doctoral process.
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