Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap

Marshall, Kim

ISBN 10: 0470449969 / ISBN 13: 9780470449967

Published by Jossey-Bass, 2009

About this Item

This book is a well used but readable copy. Integrity of the book is still intact with no missing pages. May have notes or highlighting. This item shows signs of water damage. Cover image on the book may vary from photo. Ships out quickly in a secure plastic mailer.

Seller Inventory # RDV.0470449969.A

Bibliographic Details

• Title: Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap
• Publisher: Jossey-Bass
• Publication Date: 2009
• Language: English
• ISBN 10: 0470449969
• ISBN 13: 9780470449967
• Binding: Soft cover
• Condition: acceptable

About this title

Synopsis

In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students.

Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation.

This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.

About the Author

Kim Marshall, a former teacher, principal, and district official in the Boston Public Schools, is an independent professional development consultant working with schools and districts nationally on leadership practices. Marshall writes for educational journals such as Education Week and Phi Delta Kappan and publishes a weekly online newsletter, The Marshall Memo, summarizing the best ideas and research in education.