Teachers cannot become great unless they are given the time, support, and tools to grow in their professional practice. Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. The authors share research-backed steps for improvement, outline the principles for successful observation, and offer extensive protocols designed to help readers fully implement the book's recommendations.
Use this resource to support teacher growth and reliably evaluate educator performance
- Recognize the failure of past teacher evaluation efforts and its relationship with stagnant teacher development.
- Understand why the professional growth of teachers is vital to the well-being of the educational system.
- Discover the beneficial influence of teacher self-reflection and self-rating on elements of effective instruction.
- Restructure systems of classroom observation and evaluation to improve their effectiveness and encourage teacher development.
Contents:
Introduction
Part I: Improving Teacher Development
Chapter 1: Understanding Expertise
Chapter 2: Reflecting on Teaching
Chapter 3: Coaching Teaching
Part II: Improving Teacher Evaluation
Chapter 4: The Perils of Observing Teaching
Chapter 5: Principles for Successful Classroom Observations
Chapter 6: The New Paradigm for Teacher Evaluation
Appendix A: Teacher Self-Rating Scales for the Forty-Three Elements of the NASOT Model
Appendix B: Design Area Observational Scales
Appendix C: Tracking Form for Teacher Reflection
Appendix D: Tracking Form for Design Areas, Observational Categories, and Elements
Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, the Classroom Strategies series, Managing the Inner World of Teaching, Handbook for High Reliability Schools, Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
Cameron L. Rains, EdD, is the director of school improvement for Solution Tree, where he works with schools, districts, and state education agencies to ensure that all students are learning at high levels. Dr. Rains delivers professional development on a wide range of topics across the US, and he serves as lead on the High Reliability Teacher model.
Previously, Dr. Rains worked as a teacher, instructional coach, and administrator in multiple capacities. Most recently, he served as the assistant superintendent for Clark-Pleasant Community School Corporation in Indiana, where the schools and district were recognized as certified High Reliability Schools.
Philip B.Warrick, EdD, is an author and consultant and has worked globally in the areas of school leadership, instruction, collaborative practices, and grading for 25 years.
In 2010, Dr. Warrick was invited to participate in the Texas Principals Visioning Institute, where he worked with other principals to develop model practices for Texas schools. He is a past regional president for the Nebraska Council of School Administrators (NCSA). He also served on the NCSA legislative committee and was elected chair. In 2003, he was one of the first participants to attend the Nebraska Educational Leadership Institute, conducted by The Gallup Corporation at Gallup University in Omaha.
