Details

Rethinking Teacher Supervision and Evaluation

How to Shift the Conversation to Coaching, Continuous Improvement, and Student Learning
3. Aufl.

von: Kim Marshall
23,99 €
Verlag:	Wiley
Format:	PDF
Veröffentl.:	31.07.2024
ISBN/EAN:	9781394265275
Sprache:	englisch
Anzahl Seiten:	320

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Beschreibungen

Titelbeschreibung

A proven, practical approach to teacher supervision, coaching, and evaluation that emphasize fairness, equity, and achievement In the third edition of this longtime bestseller, nationally recognized education leader Kim Marshall offers a framework for supervisors who want to motivate and inspire their colleagues and bring more good teaching to more classrooms more of the time. Rethinking Teacher Supervision and Evaluation shows you how to break away from outdated evaluation approaches, describing an innovative approach that enlists teachers and teacher teams in improving the performance of all students. This thoroughly revised and updated third edition brings Marshall's widely used framework up to date, with even more practical guidelines for implementing effective classroom visits, teacher teamwork around data and curriculum unit planning, professional development, and more. You'll also discover high-tech and low-tech tools that can boost a supervisor's impact and efficiency. <ul> <li>Discover the bestselling approach to teacher supervision, coaching, and evaluation</li> <li>Implement techniques to learn what's really going on inside classrooms</li> <li>Implement short, frequent, unannounced classroom visits followed by face-to-face conversations about teaching and learning</li> <li>Use rubrics to continuously improve teaching and learning</li> <li>Foster professional development with supervision and evaluation techniques that focus on improvement and motivation</li> <li>Improve time management, and the effective use of student-learning data</li> </ul> Since the publication of the first and second editions, Rethinking Teacher Supervision and Evaluation has been an invaluable resource for K-12 supervisors, instructional coaches, and teacher leaders, as well as trainers and policymakers. The third edition builds on a decade of additional research and work in schools around the world, bringing the ideas into alignment with the rapidly changing world of education, for a timely and beneficial approach to leading today's teachers.

Inhaltsverzeichnis

The Author xi Acknowledgments xiii Introduction 1 Chapter 1 A Rookie Principal Learns the Hard Way 17 Chapter 2 Finding Our Way to a Better System 31 Chapter 3 Design Flaws in the Traditional Teacher Evaluation Process 51 Chapter 4 Mini-Observations 1: Sampling Daily Reality 73 Chapter 5 Mini-Observations 2: Observing Perceptively 85 Chapter 6 Mini-Observations 3: Affirming and Coaching 103 Chapter 7 Mini-Observations 4: End-of-Year Rubric Evaluation 127 Chapter 8 Mini-Observations 5: Making Student Learning Central 159 Chapter 9 Coaching Results-Focused Teacher Teams 179 Chapter 10 Coaching Differentiation 195 Chapter 11 Coaching Curriculum Unit Planning 207 Chapter 12 Should Supervisors Get Involved During Mini-Observations? 227 Chapter 13 Time Management: Fitting It All In 237 Chapter 14 The Role of the Superintendent 257 Chapter 15 A Short Summary, Frequently Asked Questions, and a Wrap-Up 277 Bibliography 289 Index 299

Autorenportrait

Kim Marshall served as teacher, principal, and district official in the Boston Public Schools. Currently, Kim consultants with schools and districts across the United States on leadership practices. In addition, Kim publishes the online newsletter The Marshall Memo, summarizing the best ideas and research in education.

Back cover copy

"A concise collection of practical ideas on how principals can improve teaching and learning, Kim Marshall is a former administrator who knows from experience how to ensure that teachers receive the support and guidance they need to be effective in meeting the needs of students. An invaluable resource for instructional leaders." —PEDRO A. NOGUERA, PhD, Dean of Rossier School of Education and Distinguished Professor of Education, University of Southern California "Kim Marshall’s new book is a master class in teacher supervision and evaluation. All current and prospective supervisors stand to benefit from its deep insights, clear explanations, and spot-on guidance." —SUSAN MOORE JOHNSON, EdD, Jerome T. Murphy Research Professor, Harvard Graduate School of Education, Massachusetts Proven techniques to help you go beyond old-style teacher evaluations As most principals already know, traditional teacher evaluations and assessments gobble up valuable time and rarely have the desired impact on teaching and learning. Rethinking Teacher Supervision and Evaluation offers a solution, with step-by-step instructions for implementing a new, more effective evaluation framework. This updated third edition of the bestselling book is filled with useful tools and expert advice for incentivizing good teaching, motivating collaboration, and promoting student achievement. Inside, educational leadership expert Kim Marshall reveals why principals should reject typical and often ineffective approaches to assessing teacher performance, such as infrequent classroom visits or standardized test scores. As an antidote, Marshall offers a time-tested framework that enlists teachers in improving the performance of all students. You will learn to use strategies that make a real-world difference in the classroom and form an overall approach to teacher evaluation and assessment that promises to increase teacher retention and student achievement in any K-12 setting.

Unpublished endorsement

“A concise collection of practical ideas on how principals can improve teaching and learning, Kim Marshall is a former administrator who knows from experience how to ensure that teachers receive the support and guidance they need to be effective in meeting the needs of students. An invaluable resource for instructional leaders.” —Pedro A. Noguera, Ph.D., Dean of Rossier School of Education and Distinguished Professor of Education, University of Southern California "Ample research now tells us that principals can be crucial to student learning, especially so for disadvantaged students. This book helps us understand how principals can matter, embedding a discussion of high-impact strategies for improving instruction into an insightful overview of the most relevant research, information that should be part of every principal’s training." —Charles M. Payne, Henry Rutgers Professor of Africana Studies and Director of Joseph C. Cornwall Center for Metropolitan Studies at Rutgers, The State University of New Jersey-Newark "This book serves as a manual for everyday supervisors looking to help teachers improve their practices. The micro-observation strategies will help us build the muscles to coach teachers towards closing the knowing-doing gaps of planning and implementing effective lessons." —Dr. Hoa Tu, Superintendent, New York City Public Schools "Kim Marshall’s new book is a master class in teacher supervision and evaluation. All current and prospective supervisors stand to l benefit from its deep insights, clear explanations, and spot-on guidance." —Dr. Susan Moore Johnson, Jerome T. Murphy Research Professor, Harvard Graduate School of Education, Massachusetts "Kim Marshall’s Rethinking Teacher Supervision and Evaluation is the most practical, compelling source you’ll find on this topic. If we heed his irrefutable case for frequent classroom visits and specific, targeted feedback, then instructional quality--and student outcomes--will absolutely improve." —Mike Schmoker, Ed.D., Author, Speaker, and Consultant "Kim Marshall, an award-winning principal, author, consultant, and mentor to school leaders, leverages his extensive career experience into this compendium of practical wisdom on the important topic of teacher observation and evaluation. Marshall begins by debunking many current supervision and evaluation practices, then builds a case for more demonstrably efficient and effective ways of offering feedback that actually improves teaching and learning. This updated version of his classic book includes new insights, including the potential of Artificial Intelligence to support the teacher observation/feedback process. I consider this 3rd edition of Rethinking Teacher Evaluation and Supervision an indispensable guide to any current or aspiring school leader or instructional coach." —Jay McTighe, Education author and consultant, and Coauthor of the Understanding by Design® series In Rethinking Teacher Supervision and Evaluation, Dr. Marshall challenges the conventional perspective on teacher evaluation, urging us to perceive it not merely as a set of obligatory transactions but as a system capable of transformative leadership moves. This paradigm shift, according to Marshall, holds the potential to cultivate true collaboration, strategic actions grounded in research, and ultimately, improved learning for teachers, effective leadership decisions, and tangible progress in student achievement. Dr. Marshall introduces a novel approach, emphasizing mini observations and reflective post-visit conversations as key components. These elements, he argues, enable school leaders to construct a comprehensive understanding of teachers' strengths and areas for improvement. Notably, this method relies on multiple data points rather than a single observation, providing a more nuanced and accurate evaluation. What sets this text apart is its practicality. Dr. Marshall offers actionable suggestions that render it an invaluable resource for both emerging and experienced school leaders. The proposed strategies empower leaders to navigate the complexities of teacher evaluation with finesse, making informed decisions based on a holistic understanding of each teacher's performance. Moreover, the text advocates for transformative changes in the existing evaluation system, positioning it not as a mandatory exercise but as a catalyst for positive outcomes. Dr. Marshall's innovative ideas, outlined in this book, present a compelling argument for reshaping our approach to teacher evaluation. It is, undeniably, the resource needed to usher in a new era of evaluation that prioritizes the growth and success of students, teachers, and school leaders alike. —Gloria McDaniel-Hall, Ed.D, Associate Professor, Educational Leadership, National Louis University, Chicago, IL