Teacher Evaluation: A Comprehensive Guide to New Directions and Practices by Ken

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The original edition, published in August 1995, challenges current teacher evaluation and school practice. The book discusses stages of teacher choice, teacher responsibilities for evaluation, and suggests ways for teachers to become more involved and in control of their own evaluation. Combining information and techniques from his academic studies and evaluation experiences, Peterson presents a coherent, field-tested set of new practices for teacher evaluation. The revised edition adds new chapters on the role of the principal in changed teacher evaluation, how districts can transition from current practice to improved practices, the use of national standards, developments in using pupil achievement data, and puts a new emphasis on developing sociologically. The Internet as a resource for local development is encouraged (67 web sites are recommended as starting points). New resources for local development have been added from extensive field-testing and analysis; forms have been improved and district-level principles have been assembled. Substantial material has been added on the topic of responding to deficient teacher practice. Finally, the research literature has been augmented.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

The original edition, published in 1995, challenges current teacher evaluation and school practice. The book discusses stages of teacher choice, teacher responsibilities for evaluation, and suggests ways for teachers to become more involved and in control of their own evaluation. Combining information and techniques from his academic studies and evaluation experiences, Kenneth D Peterson presents a coherent, field-tested set of new practices for teacher evaluation. The revised edition adds new chapters on the role of the principal in changed teacher evaluation, how schools can transition from current practice to improved practices, the use of national standards, developments in using pupil achievement data, and puts a new emphasis on developing sociologically. The Internet as a resource for local development is encouraged (67 web sites are recommended as starting points). New resources for local development have been added from extensive field-testing and analysis; forms have been improved and district-level principles have been assembled. Substantial material has been added on the topic of responding to deficient teacher practice. Finally, the research literature has been augmented.

Table of Contents

PART ONE: THINKING ABOUT TEACHER EVALUATIONNew Directions for Teacher EvaluationThe Need for New Directions and PracticesPrinciples of Teacher EvaluationProblems of Teacher EvaluationPART TWO: MULTIPLE DATA SOURCES FOR TEACHER EVALUATIONIntroduction to Multiple and Variable Data SourcesStudent ReportsPeer Review of MaterialsStudent AchievementTeacher TestsParent ReportsDocumentation of Professional ActivitySystematic ObservationAdministrator ReportsTeacher as Curriculum Designer, Other Unique Data and National Board of Professional Teaching Standards LicensingData Sources to AvoidPART THREE: TOOLS FOR IMPROVED TEACHER EVALUATIONAuthentic AssessmentBeyond Portfolios to Teacher DossiersUse of Computers in Teacher EvaluationNew School District Organizations, Judging Teacher Dossiers and New District Payoff StructuresPART FOUR: EVALUATION AND OTHER EDUCATORSHiring, Caring for and Evaluating New TeachersEvaluating Administrators,Support Personnel and Other Teacher GroupsEvaluating Deficient TeachersPART FIVE: SCHOOL DISTRICT RESPONSIBILITIES AND ACTIVITIESSchool District ConcernsNew Roles for PrincipalsMaking the Transition from Traditional Teacher Evaluation to New Directions and PracticesJustifying a District Teacher Evaluation SystemUsing Teacher Evaluation

Review

"A valuable asset for teachers, principals, superintendents, and policymakers that encompasses both the conceptual aspects of teacher evaluation and the tools needed to implement it." -- Peter Airasian

Review Quote

"A valuable asset for teachers, principals, superintendents, and policymakers that encompasses both the conceptual aspects of teacher evaluation and the tools needed to implement it."

Details ISBN0803968825 Author Kenneth D. Peterson Short Title TEACHER EVALUATION 2/E Pages 440 Language English Edition 2nd ISBN-10 0803968825 ISBN-13 9780803968820 Media Book Format Hardcover DEWEY 371.144 Year 2000 Publication Date 2000-01-31 Imprint Corwin Press Inc Subtitle A Comprehensive Guide to New Directions and Practices Country of Publication United States Place of Publication Thousand Oaks Affiliation Portland State University Publisher Corwin Publishers DOI 10.1604/9780803968820 Audience Professional and Scholarly UK Release Date 2000-06-29 NZ Release Date 2000-06-29 US Release Date 2000-06-29 AU Release Date 2000-06-28 We've got this

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