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题名/责任者:

Rethinking teacher supervision and evaluation : how to shift the conversation to coaching, continuous improvement, and student learning / Kim Marshall.

版本说明:

Third edition.

出版发行项:

Hoboken, New Jersey : Jossey-Bass, [2024]

ISBN:

9781394265251

ISBN:

1394265255

载体形态项:

xiv, 306 pages : illustrations ; 24 cm

个人责任者:

Marshall, Kim, 1948- author.

论题主题:

Teachers-Rating of.

论题主题:

Teachers-In-service training.

论题主题:

Performance standards.

中图法分类号:

G451.1

一般附注:

Previous edition published in 2013.

书目附注:

Includes bibliographical references (pages 289-297) and index.

内容附注:

One: A rookie principal learns the hard way -- Two: Finding our way to a better system -- Three: Design flaws in the traditional teacher evaluation process -- Four: Mini-observations 1: Sampling daily classroom reality -- Five: Mini-observations 2: Observing perceptively -- Sis: Mini-observations 3: Affirming and coaching -- Seven: Mini-observations 4: End-of-year rubric evaluation -- Eight: Mini-observations 5: Making student learning central -- Nine: Coaching results-focused teacher teams -- Ten: Coaching differentiation -- Eleven: Coaching curriculum unit planning -- Twelve: Should supervisors get involved during mini-observations? -- Thirteen: Time management: fitting it all In -- Fourteen: The role of the superintendent -- Fifteen: A short summary, frequently asked questions, and a wrap-up.

摘要附注:

"Per NASSP, research shows that teachers are the most important school-related factor in student learning--with school leaders following as a close second. Nonetheless, teacher quality varies across the country, and the Center for American Progress finds that students of color and low-income students are less likely to be taught by a highly effective teacher"--

豆瓣简介：