LEADER 05703oam 2200793I 450 001 9910790242803321 005 20230803024522.0 010 $a1-317-92458-4 010 $a1-315-85440-6 010 $a1-317-92459-2 010 $a1-283-52434-1 010 $a9786613836793 010 $a1-61442-144-7 024 7 $a10.4324/9781315854403 035 $a(CKB)2670000000185660 035 $a(EBL)1337530 035 $a(SSID)ssj0000645702 035 $a(PQKBManifestationID)12260399 035 $a(PQKBTitleCode)TC0000645702 035 $a(PQKBWorkID)10682754 035 $a(PQKB)11783505 035 $a(OCoLC)794491212 035 $a(MiAaPQ)EBC1337530 035 $a(Au-PeEL)EBL1337530 035 $a(CaPaEBR)ebr10554477 035 $a(CaONFJC)MIL383679 035 $a(OCoLC)855505373 035 $a(OCoLC)958100207 035 $a(EXLCZ)992670000000185660 100 $a20180706e20132010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEvaluating what good teachers do $eeight research-based standards for assessing teacher excellence /$fJames H. Stronge 210 1$aNew York ;$aLondon :$cRoutledge,$d2013. 215 $a1 online resource (157 p.) 225 0 $aJames H. Stronge research-to-practice series 225 1 $aEye on education book 300 $aFirst published 2010 by Eye On Education. 311 $a1-138-47091-0 311 $a1-59667-157-2 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; Acknowledgments; About the Author; Table of Contents; Preface; Part I Performance Standards for Teachers; 1 How to Assess Teacher Quality; What Are Teacher Performance Standards and How Are They Used?; Importance of Defining the Job of the Teacher; Overview of Performance Standards; Suggested Teacher Performance Standards; Alignment of Teacher Performance Standards with Qualities of Effective Teachers; What Are Quality Indicators and How Are They Used?; Overview of Quality Indicators; How Quality Indicators Are Used 327 $aHow Can Teacher Performance Standards Be Documented?Documenting Teacher Performance Standards; Observation; Formal Observations; Informal Observations; Walkthrough Observations; Portfolios/Data Logs; Using Multiple Data Sources; How Can Teacher Performance Standards Be Rated?; Rating Scales; Performance Appraisal Rubric; Why Are Performance Standards Important for Ensuring Teacher Quality?; Notes; 2 Professional Knowledge; What Does Professional Knowledge Mean?; What Does the Research Say About Professional Knowledge of the Teacher? 327 $aWhat Are Research-Based Quality Indicators for Professional Knowledge?How Can Professional Knowledge Be Documented?; What Are Rating Scale Options for Professional Knowledge?; Notes; 3 Data-Driven Planning; What Does Data-Driven Planning Mean?; Data-Driven Aspects of Planning; Applying Planning Processes to Teaching; Definitions of Data-Driven Planning; What Does the Research Say About Data-Driven Planning?; The Process of Planning; What Should Be Taught?; How Should It Be Taught?; How Should Instruction and Student Learning Be Assessed?; Pacing Guides as a Planning Tool 327 $aWhat Are Research-Based Quality Indicators for Data-Driven Planning?How Can Data-Driven Planning Be Documented?; What Are Rating Scale Options for Data-Driven Planning?; Notes; 4 Instructional Delivery; What Does Instructional Delivery Mean?; What Does the Research Say About Instructional Delivery?; What Are Research-Based Quality Indicators for Instructional Delivery?; How Can Instructional Delivery Be Documented?; What Are Rating Scale Options for Instructional Delivery?; Notes; 5 Assessment for Learning; What Does Assessment for Learning Mean? 327 $aWhat Does the Research Say About Assessment for Learning?What Are Research-Based Quality Indicators for Assessment for Learning?; How Can Assessment for Learning Be Documented?; What Are Rating Scale Options for Assessment for Learning?; Notes; 6 Learning Environment; What Does Learning Environment Mean?; What Does the Research Say about Learning Environment?; Classroom Management and Structure; Positive Classroom Climate; Classroom Talk; What Are Research-Based Quality Indicators for Learning Environment?; How Can Learning Environment Be Documented? 327 $aWhat Are Rating Scale Options for Learning Environment? 330 $aThis book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness. The author provides field-tested teacher-evaluation systems based on performance standards which include data collection tools and performance appraisal rubrics. 410 0$aEye on education book. 606 $aEffective teaching$vCase studies 606 $aEducational innovations$vCase studies 606 $aSchool improvement programs$vCase studies 606 $aLearning, Psychology of$vCase studies 615 0$aEffective teaching 615 0$aEducational innovations 615 0$aSchool improvement programs 615 0$aLearning, Psychology of 676 $a371.14/4 700 $aStronge$b James H.$0861843 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790242803321 996 $aEvaluating what good teachers do$93794511 997 $aUNINA