04274nam 2200613 450 991013913880332120210117203918.01-119-21085-21-118-83722-3(CKB)2550000001314331(EBL)1707091(OCoLC)881416993(MiAaPQ)EBC1707091(MiAaPQ)EBC4039126(Au-PeEL)EBL4039126(CaPaEBR)ebr11112782(OCoLC)877948785(EXLCZ)99255000000131433120141006h20152014 u|| |engurcnu||||||||txtrdacontentcrdamediacrrdacarrierDesigning teacher evaluation systems new guidance from the measures of effective teaching project /Thomas J. Kane, Kerri A. Kerr, and Robert C. Pianta, editors1st ed.San Francisco, Calif. :Jossey-Bass, A Wiley Brand,2015.©2014.1 online resource (xix, 641 pages) illustrations1-118-83435-6 1-306-86228-0 Includes bibliographical references and index.Chapter 1: Why measure effective teaching? -- Section 1: Using data for feedback and evaluation -- Chapter 2: Grade-level variation in observational measures of teacher effectiveness -- Chapter 3: Improving observational score quality: challenges in observer thinking -- Chapter 4: How framework for teaching and Tripod 7Cs evidence distinguish key components of effective teaching -- Chapter 5: Making decisions with imprecise performance measures: the relationship between annual student achievement gains and a teacher's career value added -- Chapter 6: To what extent do student perceptions of classroom quality predict teacher value added? -- Section 2: Connecting evaluation measures with student learning -- Chapter 7: Combining classroom observations and value added for the evaluation and professional development of teachers -- Chapter 8: Classroom observation and value-added models give complementary information about quality of mathematics teachingChapter 9: Does the test matter? Evaluating teachers when tests differ in their sensitivity to instruction -- Chapter 10: Understanding instructional quality in English language arts: variations in PLATO scores by content and context -- Chapter 11: How working conditions predict teaching quality and student outcomes -- Section 3: The properties of evaluation systems: issues of quality, underlying frameworks, and design decisions -- Chapter 12: Evaluating efforts to minimize rater bias in scoring classroom observations -- Chapter 13: Scoring design decisions: reliability and the length and focus of classroom observations -- Chapter 14: Assessing quality teaching in science -- Chapter 15: Evidence on the validity of content knowledge for teaching assessments -- Chapter 16: Optimizing resources to maximize student gains -- Conclusion: Measuring effective teaching -- the future starts now.Definitive research for meaningful teacher evaluations. All across America, in urban, suburban, and rural schools, teacher evaluation procedures are much-debated. Evaluation processes for teachers have varied over the years, and the usefulness of those processes to improve and assess the quality of a teacher''s instruction has been questionable and often non-existent. Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project provides you with original research from an extensive study that will help you rethink and redesign teacher evaluation procedures.Effective teachingTeachersRating ofEducational evaluationElectronic books.Effective teaching.TeachersRating of.Educational evaluation.371.144Kane Thomas J.Kerr Kerri, A.Pianta Robert C.AU-PeELAU-PeELAU-PeELSFUBOOK9910139138803321Designing teacher evaluation systems2122392UNINA