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Table of Contents:

• Intro; Foreword; Reference; Praise for Differentiated Teacher Evaluation and Professional Learning; Contents; Notes on Contributors; List of Tables; Part I: Differentiated Teacher Evaluation in Practice; 1: Supporting Teacher Growth and Assuring Teaching Quality; Part I: Differentiated Teacher Evaluation in Practice; Part II: Differentiated Teacher Evaluation: The Interplay of Policy and Practice; References; 2: The Power of Formative Evaluation of Teaching; Summative and Formative Evaluation; Prerequisites for Formative Evaluation; Advantages of Formative Evaluation
• Formats for Formative Evaluation Clinical Supervision; Peer Coaching; Collaborative Learning Walks; Student Feedback; Collegial Support Groups; Video or Audio Review of Lessons; Portfolio Development; Differentiating Formative Evaluation; Scenarios of Formative Evaluation; Scenario 1: Clinical Supervision; Scenario 2: Student Feedback on Classroom Practices; Scenario 3: Collegial Support Group; Scenario 4: Collaborative Learning Walks; Conclusion: Formative-Summative Commonalities; References; 3: Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers' Views
• Literature to Frame Teacher EvaluationOne Choice-Based System; Methodology; Findings; Participant Characteristics and Evaluation Choices; Teachers' Descriptions of Their Choice; Is There Really a Choice? Limiting Factors; Teacher Attitudes: Choice Feels Important; Choice of Evaluation, But Administration Still Has a Role; Conclusion and Implications for the Policy and Practice of Teacher Evaluation; References; 4: Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec; The Study; Towards a Shared Understanding of Key Teacher Evaluation Terms
• A Unique Canadian ContextTeacher Evaluation and Induction in the WQSB; Classroom Observation in the WQSB: Findings and Discussion; Reflective Records in the WQSB: Findings and Discussion; Concluding Thoughts: Prizes and Imperfections; References; 5: Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision; Literature Review; Research on Credibility in Supervisory Practice; Credibility in Instructional Supervision; Methods; Research Participants; Data Collection; Data Analysis; Limitations; Findings; Credibility Rooted in Expertise and Experience
• Credibility Rooted in Trustworthiness and RelationshipsCredibility as Positional Authority; Conclusion and Implications; References; 6: Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth; Teacher-Centered Instructional Support; Evaluation and Supervision; Methodology; Research Questions; Sample; A University Charter School; Differentiated Evaluation and Supervision; Superintendent Perspectives; Impact of Differentiated Evaluation and Supervision

Author/Creator:

Derrington, Mary Lynne

Contributors:

Brandon, Jim

Languages:

English

Language Notes:

Item content: English

Main Work:

Differentiated Teacher Evaluation and Professional Learning: Policies and Practices for Promoting Career Growth [by Derrington, M.L.]

Other Related Resources:

Print version: Differentiated Teacher Evaluation and Professional Learning : Policies and Practices for Promoting Career Growth [by Derrington, M.L.] (Cham : Palgrave Macmillan US,c2019 — ISBN 9783030164539)

Related Series:

Palgrave Studies on Leadership and Learning in Teacher Education

Subjects:

Teachers — Rating of

Teachers

General Notes:

Description based upon print version of record.
A Superintendent's Reflection: Our Current Evaluation System and Supporting a Need to Change

Physical Description:

1 online resource (242 pages).

Digital Characteristics:

text file

Call Numbers:

LB2823 .D475 2019eb

ISBNs:

9783030164546
3030164543

OCLC Numbers:

1102472311