LEADER 01454oam 2200397 a 450 001 9910691984303321 005 20030924100438.0 035 $a(CKB)5470000002349568 035 $a(OCoLC)52036744 035 9 $aocm52036744 035 $a(OCoLC)995470000002349568 035 $a(EXLCZ)995470000002349568 100 $a20030410d2003 ua 0 101 0 $aeng 135 $aurmn|||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSocial Security reform$b[electronic resource] $eanalysis of reform models developed by the President's Commission to Strengthen Social Security : report to the Chairman, Senate Special Committee on Aging, U.S. Senate 210 1$a[Washington, D.C.] :$cU.S. General Accounting Office,$d[2003] 300 $aTitle from title page (viewed on Apr. 3, 2003). 300 $a"January 2003." 300 $aPaper version available from: General Accounting Office, 441 G St., NW, Rm. LM, Washington, D.C. 20548. 300 $a"GAO-03-310." 320 $aIncludes bibliographical references. 517 $aSocial Security reform 606 $aSocial security$zUnited States 615 0$aSocial security 712 02$aUnited States.$bPresident's Commission to Strengthen Social Security. 801 0$bXFF 801 1$bXFF 801 2$bGPO 906 $aBOOK 912 $a9910691984303321 996 $aSocial security reform$9726011 997 $aUNINA LEADER 04922nam 22006735 450 001 9910337745303321 005 20240307125424.0 010 $a9783030164546 010 $a3030164543 024 7 $a10.1007/978-3-030-16454-6 035 $a(CKB)4100000008217397 035 $a(MiAaPQ)EBC5776183 035 $a(DE-He213)978-3-030-16454-6 035 $a(Perlego)3493107 035 $a(EXLCZ)994100000008217397 100 $a20190515d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDifferentiated Teacher Evaluation and Professional Learning $ePolicies and Practices for Promoting Career Growth /$fedited by Mary Lynne Derrington, Jim Brandon 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2019. 215 $a1 online resource (242 pages) 225 1 $aPalgrave Studies on Leadership and Learning in Teacher Education,$x2524-7077 311 08$a9783030164539 311 08$a3030164535 327 $aPart I Differentiated Teacher Evaluation in Practice -- Chapter 1. Supporting Teacher Growth and Assuring Teacher Quality; Jim Brandon and Mary Lynne Derrington -- Chapter 2. The Power of Formative Evaluation of Teaching; Stephen P. Gordon and Marla W. McGhee -- Chapter 3. Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers' Views; Sharon Conley, Elizabeth Mainz, and Laura Wellington -- Chapter 4. Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec; Trista Hollweck, Amy Curry, Kate Smith, Michel Dubeau and Terry Kharyati -- Chapter 5. Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision; Chad R. Lochmiller -- Chapter 6. Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth; Yanira Oliveras-Ortiz and Jo Ann Simmons -- Part II Differentiated Teacher Evaluation: The Interplay of Policy and Practice -- Chapter 7. Balancing Differentiation and Fairness in Teacher Evaluation: The Story of Flemish Secondary Schools; Melissa Tuytens and Geert Devos -- Chapter 8. The Language of Instructional Improvement in the U.S.: A View from Current Law and Policy Reports; Helen M. Hazi -- Chapter 9. Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers; Sally J. Zepeda -- Chapter 10. Differentiated Evaluation Policy for Professionals in Alberta Canada Schools: Local Policy Characteristics and Budget Implications; Darryl M. Hunter and Francis Owusu -- Chapter 11. Lessons Learned, Not Learned, and Yet to be Mastered; Mary Lynne Derrington and Jim Brandon. 330 $aThis book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential. The book examines various aspects of differentiation including levels of experience from pre-service to veteran, practices of school principals as they supervise and evaluate staff, and wider education policies that can support or hinder differentiation. 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