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Rethinking teacher supervision and evaluation [[electronic resource] ] : how to work smart, build collaboration, and close the achievement gap / / Kim Marshall
| Rethinking teacher supervision and evaluation [[electronic resource] ] : how to work smart, build collaboration, and close the achievement gap / / Kim Marshall |
| Autore | Marshall Kim <1948-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (242 p.) |
| Disciplina | 371.14/4 |
| Soggetto topico |
Teachers - Rating of
Teachers - In-service training |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-41661-9
1-299-44907-7 1-118-41997-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; The Author; Acknowledgments; Introduction; Good Teaching Really Matters; Chapter 1 The Challenge: Closing the Achievement Gap; Supervision as Seen By a Rookie Teacher; Out of the Classroom; My Own Ship; Low Expectations; A Resistant Culture; Teacher Isolation; Weak Teamwork; Curriculum Anarchy; Weak Alignment between Teaching and Assessment; Mystery Grading Criteria; Not Focusing on Learning; The Aha! Moment: State Standards and Tests; Slim Curriculum Booklets and Achievement Targets; Necessary but not Sufficient
Chapter 2 Supervision and Evaluation: Why We Need a New ApproachThere Isn'T a Shared Definition of Good Teaching; The Principal Sees Only a Tiny Fraction of Teachers' Work; The Principal'S Presence Changes What'S Going on in the Classroom; Full-Lesson Write-Ups Rarely Change Anything; The Process is Extremely Time-Consuming, Which Keeps Principals out of Classrooms; Teachers are Passive Recipients of Evaluations and are Evaluated in Isolation from their Colleagues; Student Learning is not Part of the Process; The Imperative for Change; Chapter 3 Mini-Observations 1: A System Is Born Supervision Hits a Brick WallManaging by Rushing Around; An Idea is Born; Mini-Observations take off; Developing a Style; Keeping track of Visits; Keeping it up; Closing the Loop with Teachers; So far, so Good; Chapter 4 Mini-Observations 2: Doing Them Right; 1. Unannounced; 2. Frequent; 3. Short; 4. Face-to-Face; 5. Perceptive; 6. Humble; 7. Courageous; 8. Systematic; 9. Documented; 10. Linked to Teacher Teamwork and Schoolwide Improvement; 11. Linked to End-of-Year Teacher Evaluation; 12. Explained well; Necessary but not Sufficient Chapter 5 Curriculum Design: The Foundation of Good TeachingThe Curriculum Planning Gap; The K-12 Curriculum Plan; Year-end Learning Expectations; A Curriculum Calendar; Curriculum Unit Plans; Lessons: Where the Rubber Meets the Road; Taking Stock; Chapter 6 Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction; I Taught it, Therefore they Learned it; Finding the Right Assessments; On-the-spot Assessments; Interim Assessments; What Interim Assessments Add; Problems Implementing Interim Assessments; Doing Interim Assessments Right Team Value-Added AccountabilityTaking Stock; Chapter 7 Rubrics: Potent, Efficient End-of-Year Evaluation Tools; Creating a new set of Rubrics; Step 1: Deciding on Domains; Step 2: Deciding on a Rating Scale; Step 3: Sorting the Criteria; Step 4: Creating the Rubrics; Introducing the Rubrics; Using the Rubrics; Teachers Scoring below Proficient; The Bridge to Continuous Improvement; Professional Learning Community; Goal Setting; Midyear Check-In; Teacher Input in End-of-Year Rubric Evaluation; Student Input; Charting Faculty Results; Taking Stock Chapter 8 Time Management: Doing First Things First |
| Record Nr. | UNINA-9910452858203321 |
Marshall Kim <1948->
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Rethinking teacher supervision and evaluation [[electronic resource] ] : how to work smart, build collaboration, and close the achievement gap / / Kim Marshall
| Rethinking teacher supervision and evaluation [[electronic resource] ] : how to work smart, build collaboration, and close the achievement gap / / Kim Marshall |
| Autore | Marshall Kim <1948-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (242 p.) |
| Disciplina | 371.14/4 |
| Soggetto topico |
Teachers - Rating of
Teachers - In-service training |
| ISBN |
1-118-41661-9
1-299-44907-7 1-118-41997-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; The Author; Acknowledgments; Introduction; Good Teaching Really Matters; Chapter 1 The Challenge: Closing the Achievement Gap; Supervision as Seen By a Rookie Teacher; Out of the Classroom; My Own Ship; Low Expectations; A Resistant Culture; Teacher Isolation; Weak Teamwork; Curriculum Anarchy; Weak Alignment between Teaching and Assessment; Mystery Grading Criteria; Not Focusing on Learning; The Aha! Moment: State Standards and Tests; Slim Curriculum Booklets and Achievement Targets; Necessary but not Sufficient
Chapter 2 Supervision and Evaluation: Why We Need a New ApproachThere Isn'T a Shared Definition of Good Teaching; The Principal Sees Only a Tiny Fraction of Teachers' Work; The Principal'S Presence Changes What'S Going on in the Classroom; Full-Lesson Write-Ups Rarely Change Anything; The Process is Extremely Time-Consuming, Which Keeps Principals out of Classrooms; Teachers are Passive Recipients of Evaluations and are Evaluated in Isolation from their Colleagues; Student Learning is not Part of the Process; The Imperative for Change; Chapter 3 Mini-Observations 1: A System Is Born Supervision Hits a Brick WallManaging by Rushing Around; An Idea is Born; Mini-Observations take off; Developing a Style; Keeping track of Visits; Keeping it up; Closing the Loop with Teachers; So far, so Good; Chapter 4 Mini-Observations 2: Doing Them Right; 1. Unannounced; 2. Frequent; 3. Short; 4. Face-to-Face; 5. Perceptive; 6. Humble; 7. Courageous; 8. Systematic; 9. Documented; 10. Linked to Teacher Teamwork and Schoolwide Improvement; 11. Linked to End-of-Year Teacher Evaluation; 12. Explained well; Necessary but not Sufficient Chapter 5 Curriculum Design: The Foundation of Good TeachingThe Curriculum Planning Gap; The K-12 Curriculum Plan; Year-end Learning Expectations; A Curriculum Calendar; Curriculum Unit Plans; Lessons: Where the Rubber Meets the Road; Taking Stock; Chapter 6 Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction; I Taught it, Therefore they Learned it; Finding the Right Assessments; On-the-spot Assessments; Interim Assessments; What Interim Assessments Add; Problems Implementing Interim Assessments; Doing Interim Assessments Right Team Value-Added AccountabilityTaking Stock; Chapter 7 Rubrics: Potent, Efficient End-of-Year Evaluation Tools; Creating a new set of Rubrics; Step 1: Deciding on Domains; Step 2: Deciding on a Rating Scale; Step 3: Sorting the Criteria; Step 4: Creating the Rubrics; Introducing the Rubrics; Using the Rubrics; Teachers Scoring below Proficient; The Bridge to Continuous Improvement; Professional Learning Community; Goal Setting; Midyear Check-In; Teacher Input in End-of-Year Rubric Evaluation; Student Input; Charting Faculty Results; Taking Stock Chapter 8 Time Management: Doing First Things First |
| Record Nr. | UNINA-9910779574503321 |
|
Marshall Kim <1948->
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Rethinking teacher supervision and evaluation : how to work smart, build collaboration, and close the achievement gap / / Kim Marshall
| Rethinking teacher supervision and evaluation : how to work smart, build collaboration, and close the achievement gap / / Kim Marshall |
| Autore | Marshall Kim <1948-> |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (242 p.) |
| Disciplina | 371.14/4 |
| Soggetto topico |
Teachers - Rating of
Teachers - In-service training |
| ISBN |
1-118-41661-9
1-299-44907-7 1-118-41997-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright; Contents; The Author; Acknowledgments; Introduction; Good Teaching Really Matters; Chapter 1 The Challenge: Closing the Achievement Gap; Supervision as Seen By a Rookie Teacher; Out of the Classroom; My Own Ship; Low Expectations; A Resistant Culture; Teacher Isolation; Weak Teamwork; Curriculum Anarchy; Weak Alignment between Teaching and Assessment; Mystery Grading Criteria; Not Focusing on Learning; The Aha! Moment: State Standards and Tests; Slim Curriculum Booklets and Achievement Targets; Necessary but not Sufficient
Chapter 2 Supervision and Evaluation: Why We Need a New ApproachThere Isn'T a Shared Definition of Good Teaching; The Principal Sees Only a Tiny Fraction of Teachers' Work; The Principal'S Presence Changes What'S Going on in the Classroom; Full-Lesson Write-Ups Rarely Change Anything; The Process is Extremely Time-Consuming, Which Keeps Principals out of Classrooms; Teachers are Passive Recipients of Evaluations and are Evaluated in Isolation from their Colleagues; Student Learning is not Part of the Process; The Imperative for Change; Chapter 3 Mini-Observations 1: A System Is Born Supervision Hits a Brick WallManaging by Rushing Around; An Idea is Born; Mini-Observations take off; Developing a Style; Keeping track of Visits; Keeping it up; Closing the Loop with Teachers; So far, so Good; Chapter 4 Mini-Observations 2: Doing Them Right; 1. Unannounced; 2. Frequent; 3. Short; 4. Face-to-Face; 5. Perceptive; 6. Humble; 7. Courageous; 8. Systematic; 9. Documented; 10. Linked to Teacher Teamwork and Schoolwide Improvement; 11. Linked to End-of-Year Teacher Evaluation; 12. Explained well; Necessary but not Sufficient Chapter 5 Curriculum Design: The Foundation of Good TeachingThe Curriculum Planning Gap; The K-12 Curriculum Plan; Year-end Learning Expectations; A Curriculum Calendar; Curriculum Unit Plans; Lessons: Where the Rubber Meets the Road; Taking Stock; Chapter 6 Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction; I Taught it, Therefore they Learned it; Finding the Right Assessments; On-the-spot Assessments; Interim Assessments; What Interim Assessments Add; Problems Implementing Interim Assessments; Doing Interim Assessments Right Team Value-Added AccountabilityTaking Stock; Chapter 7 Rubrics: Potent, Efficient End-of-Year Evaluation Tools; Creating a new set of Rubrics; Step 1: Deciding on Domains; Step 2: Deciding on a Rating Scale; Step 3: Sorting the Criteria; Step 4: Creating the Rubrics; Introducing the Rubrics; Using the Rubrics; Teachers Scoring below Proficient; The Bridge to Continuous Improvement; Professional Learning Community; Goal Setting; Midyear Check-In; Teacher Input in End-of-Year Rubric Evaluation; Student Input; Charting Faculty Results; Taking Stock Chapter 8 Time Management: Doing First Things First |
| Record Nr. | UNINA-9910813107703321 |
|
Marshall Kim <1948->
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||