LEADER 04274nam 2200613 450 001 9910139138803321 005 20210117203918.0 010 $a1-119-21085-2 010 $a1-118-83722-3 035 $a(CKB)2550000001314331 035 $a(EBL)1707091 035 $a(OCoLC)881416993 035 $a(MiAaPQ)EBC1707091 035 $a(MiAaPQ)EBC4039126 035 $a(Au-PeEL)EBL4039126 035 $a(CaPaEBR)ebr11112782 035 $a(OCoLC)877948785 035 $a(EXLCZ)992550000001314331 100 $a20141006h20152014 u|| | 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDesigning teacher evaluation systems $enew guidance from the measures of effective teaching project /$fThomas J. Kane, Kerri A. Kerr, and Robert C. Pianta, editors 205 $a1st ed. 210 1$aSan Francisco, Calif. :$cJossey-Bass, A Wiley Brand,$d2015. 210 4$dİ2014. 215 $a1 online resource (xix, 641 pages) $cillustrations 311 $a1-118-83435-6 311 $a1-306-86228-0 320 $aIncludes bibliographical references and index. 327 $aChapter 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 teaching 327 $aChapter 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. 330 $aDefinitive 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. 606 $aEffective teaching 606 $aTeachers$xRating of 606 $aEducational evaluation 608 $aElectronic books. 615 0$aEffective teaching. 615 0$aTeachers$xRating of. 615 0$aEducational evaluation. 676 $a371.144 702 $aKane$b Thomas J. 702 $aKerr$b Kerri, A. 702 $aPianta$b Robert C. 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 801 2$bSFU 906 $aBOOK 912 $a9910139138803321 996 $aDesigning teacher evaluation systems$92122392 997 $aUNINA