LEADER 05823oam 2200745I 450 001 9910818784803321 005 20240401220111.0 010 $a1-317-92248-4 010 $a1-138-15051-7 010 $a1-315-85370-1 010 $a1-317-92249-2 024 7 $a10.4324/9781315853703 035 $a(CKB)2550000001136459 035 $a(EBL)1487284 035 $a(SSID)ssj0001037062 035 $a(PQKBManifestationID)12460500 035 $a(PQKBTitleCode)TC0001037062 035 $a(PQKBWorkID)11042792 035 $a(PQKB)10755187 035 $a(MiAaPQ)EBC1487284 035 $a(Au-PeEL)EBL1487284 035 $a(CaPaEBR)ebr10783025 035 $a(CaONFJC)MIL536162 035 $a(OCoLC)861692107 035 $a(OCoLC)958101218 035 $a(EXLCZ)992550000001136459 100 $a20180706e20132002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHandbook on teacher portfolios for evaluation and professional development /$fPamela D. Tucker, James H. Stronge, Christopher R. Gareis 205 $a1st ed. 210 1$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (310 p.) 300 $aFirst published 2002 by Eye on Education. 311 $a1-930556-32-2 311 $a1-306-04911-3 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright Page; Dedication; About the Companion Compact Disk; Acknowledgments; Table of Contents; About the Authors; Preface; 1 Handbook on Teacher Portfolios: An Introduction; Why Teacher Portfolios?; What is a Teacher Portfolio?; What a Portfolio Is Not; Key Components of a Portfolio; Purposes for a Teacher Portfolio; What is the Portfolio's Value for Teacher Evaluation?; What's Wrong with TraditionalTeacher Evaluation; What's Right with Portfolios in Teacher Evaluation; What is the Portfolio's Value for Professional Development?; Portfolios and Teacher Self-Reflection 327 $aPortfolios and CollaborationSummary; A Case Study: National Board for Professional Teaching Standards; A Case Study: Connecticut's Beginning Educator Support and Training Program (BEST); Case Study: The Douglas County Outstanding Teacher Program; References; 2 Developing a Teacher Portfolio; What is the Role of Performance Standards in Developing Portfolios?; What Should a Teacher Portfolio "Look Like"?; Portfolio Notebook; Digital Portfolio; Portfolios for Other Purposes: Action Research Portfolios and Employment Portfolios; What Is the Role of Artifacts in Portfolios?; What are Artifacts? 327 $aTypes of Artifacts Available to TeachersHow Can Captions Add Value to Portfolios?; How Can Portfolios be Organized Effectively?; Using Performance Standards to Organize Portfolios; Using Required Entries to Organize Portfolios; Summary; References; 3 Putting Portfolios into Action; What Practical Tips Will Help Teachers to Assemble and Sustain Portfolios?; Assembling a Teacher Portfolio; Sustaining a Teacher Portfolio; Know What You're Going For; Capture the Practice; Work on Your Portfolio Over Time; Emphasize Quality Over Quantity; Be Selective; Collaborate with Other Professionals 327 $aSelecting ArtifactsHow Can a School or District Begin to Implement Portfolios?; Key Questions to Answer Before Implementing Portfolios; Steps to Take in Implementing Portfolios; Enlist Volunteers; Start Small; Minimize Risk; Offer Incentives and Provide Support; Study Examples of Best Practice; Allow Time for Change; Provide Training; Conduct Field Tests and Refine the Portfolio Process; Communicate and Collaborate; Evaluate the Use of Portfolios After Implementation; Summary; References; 4 Teacher Portfolios and Teacher Evaluation 327 $aWhat Are Alternatives to Observation- Only Teacher Evaluation Systems?Do Teacher Portfolios Contribute to a Valid Assessment of Teacher Performance?; Validity of Portfolios: A Case Study; Validity of Portfolios: Additional Evidence; Enhanced Validity and the Use of Multiple Data Sources; Balancing Process and Product in Teacher Evaluation; Do Portfolios Have a Value-Added Effect on Teacher Evaluation?; Differentiating Performance in Teacher Evaluation; Differentiating Teacher Effectiveness: The National Board Study; Differentiating Summative Results: A School District Study 327 $aWhat Are Additional Benefits in Using Portfolios in Teacher Evaluation? 330 $aThis research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you: establish a results-oriented focus on the curriculum, increase time-on-task and academic rigor for ALL students, provide a supportive accountability system for all staff members, identify and eliminate educational practices that lower student achievement, and introduce an achievement audit process that will increase student performance in any school or district. 606 $aPortfolios in education$zUnited States$vHandbooks, manuals, etc 606 $aTeachers$xRating of$zUnited States$vHandbooks, manuals, etc 606 $aTeachers$xIn-service training$zUnited States$vHandbooks, manuals, etc 615 0$aPortfolios in education 615 0$aTeachers$xRating of 615 0$aTeachers$xIn-service training 676 $a193 676 $a371.144 700 $aTucker$b Pamela D.$0908507 701 $aGareis$b Christopher R$01708592 701 $aStronge$b James H$0861843 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910818784803321 996 $aHandbook on teacher portfolios for evaluation and professional development$94127090 997 $aUNINA