LEADER 04634nam 2200709Ia 450 001 9910456884903321 005 20200520144314.0 010 $a9786610931231 010 $a1-4166-0118-X 010 $a0-87120-767-2 010 $a1-280-93123-X 010 $a0-87120-925-X 035 $a(CKB)2550000000038214 035 $a(EBL)3002045 035 $a(SSID)ssj0000366556 035 $a(PQKBManifestationID)12088502 035 $a(PQKBTitleCode)TC0000366556 035 $a(PQKBWorkID)10415961 035 $a(PQKB)10753683 035 $a(SSID)ssj0000284703 035 $a(PQKBManifestationID)11231276 035 $a(PQKBTitleCode)TC0000284703 035 $a(PQKBWorkID)10261727 035 $a(PQKB)11032208 035 $a(MiAaPQ)EBC3002045 035 $a(MiAaPQ)EBC280406 035 $a(MiAaPQ)EBC4948025 035 $a(Au-PeEL)EBL3002045 035 $a(CaPaEBR)ebr10044783 035 $a(OCoLC)54360227 035 $a(Au-PeEL)EBL4948025 035 $a(CaONFJC)MIL93123 035 $a(EXLCZ)992550000000038214 100 $a20031217d2000 my 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeacher evaluation to enhance professional practice$b[electronic resource] /$fCharlotte Danielson, Thomas L. McGreal 210 $aAlexandria, Va. $cAssociation for Supervision & Curriculum Development$d2000 215 $a1 online resource (167 p.) 300 $aDescription based upon print version of record. 311 $a0-87120-380-4 327 $a""Cover ""; ""Title Page ""; ""Copyright ""; ""Table of Contents ""; ""List of Figures ""; ""Prologue: A Tale of Two People""; ""Chapter 1: A Flawed System""; ""Chapter 2: The Once and Present Context for Teacher Evaluation: Important Lessons""; ""Chapter 3: A Blueprint for Teacher Evaluation""; ""Chapter 4: The Evaluative Criteria, or the a???Whata???""; ""Chapter 5: Sources of Information""; ""Chapter 6: Evaluation Procedures, or the a???Howa???""; ""Chapter 7: The Design Process""; ""Preamble to Chapters 8a???10: The Structural Framework for Designing the Evaluation System"" 327 $a""Chapter 8: Track Ia???The Beginning Teacher Program""""Chapter 9: Track IIa???The Professional Development Track""; ""Chapter 10: Track IIIa???The Teacher Assistance Track""; ""Epilogue""; ""Appendixes: Evaluation Case Studies""; ""Appendix A: Addison, Illinois, Public Schools""; ""Appendix B: Newport News, Virginia, Public Schools""; ""References""; ""Index""; ""About the Authors""; ""Related ASCD Resources""; ""About ASCD""; ""Search this Book"" 330 $aTeacher evaluation--a term that brings fear, anticipation, stress, anxiety, or even boredom to the hearts of teachers and administrators everywhere. How can we reinvent teacher evaluation so that it really makes a difference--so that everyone in school benefits from it, so that teachers and administrators learn from it, so that students succeed as a result of it? The bad news is that many schools and districts seem to be stuck in old ruts, involving The Observation, The Behavior Checklist, and The Conference. The good news is that many districts have paved the way for teacher evaluation to actually become professional development, by using a three-track evaluation system:* Track I, for beginning teachers, promotes growth and new learning through mentoring, frequent observations, and support systems.* Track II, for tenured teachers--that is, most teachers in the system--promotes professional learning experiences through self-assessment, goal setting, data collection, formative evaluations, study groups, action plans, and evaluation in which teachers play an active role.* Track III, for tenured teachers needing assistance, focuses on remediating difficulties and recommending further action.More good news: Through concrete examples, useful forms, and assessment tools, this book provides a clear roadmap to effective teacher evaluation systems that combine quality assurance with professional development for all teachers. 606 $aTeachers$xRating of$zUnited States 606 $aTeaching$zUnited States$xEvaluation 608 $aElectronic books. 615 0$aTeachers$xRating of 615 0$aTeaching$xEvaluation. 676 $a371.14/4 700 $aDanielson$b Charlotte$0921715 701 $aMcGreal$b Thomas L$01035469 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456884903321 996 $aTeacher evaluation to enhance professional practice$92455192 997 $aUNINA