245 10 |a Rethinking teacher supervision and evaluation : |b how to shift the conversation to coaching, continuous improvement, and student learning / |c Kim Marshall.

505 0_ |a 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.

520 __ |a "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"-- |c Provided by publisher.