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Improving and maintaining staff performance is an important and often difficult responsibility for school leaders and senior teachers. Offering guidance on diagnosing ineffectiveness, supporting ineffective teachers, and procedures when support isn't enough, this practical book is designed to help those teachers who manage others. It will help the reader to understand what under-performance is, and to develop a whole school approach to monitoring, supporting and restoring teacher performance. There is also advice on self-help and development for the teachers themselves. This is an essential one-stop reference text for every senior teacher in primary and secondary schools.
How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that: * teachers may be more effective with some categories of students than with others * teachers may be more effective with some teaching contexts than others * teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.
Provides guidance on personal development to inspire professional effectiveness.
This book's companion DVD features richly detailed video case studies that outline concrete steps for developing effective teams that transform schools into learning communities.
WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University
Teacher effectiveness is the effective linkage of teacher competence and teacher performance with the accomplishment of teacher goals. It mainly depends on the teacher characteristics such as knowledge base, sense of responsibility, and inquisitiveness; the student characteristics such as opportunity to learn, and academic work; the teaching factors such as lesson structure, and communication; the learning aspects such an involvement and success; and the classroom phenomena such as environment and climate, and organisation and management. If the teachers take care of these factors, their effectiveness can be enhanced to the optimum level. Considering the very importance of teacher effectiveness, this study has been undertaken to study the teacher effectiveness of secondary school teachers. The secondary school teachers are possessing high teacher effectiveness.
This book will be invaluable to teachers and other education professionals interested in behavior management, discipline, and colleague support issues.
Schools today have transcended from the chalkboard to the whiteboard and are populated by students who are not frightened to use the technology of this new age of learning. During this period of dynamic change, teachers must be ready to meet the challenges of preparing students for a global society characterized by diversity and ever-increasing expectations.
Remember those great teachers who made you excited about learning? Remember how it felt to be in their classes and to experience how they made their classrooms come alive? What made those teachers special? What qualities and skills did they have to ignite student learning? Most important, how did those teachers help their students become successful? In Qualities of Effective Teachers, 2nd edition, James H. Stronge shows educators how to recreate this same excitement and enthusiasm in their own classrooms by describing the characteristics and skills of effective teachers. Stronge synthesizes research to identify specific teacher behaviors that contribute to student achievement. Rather than look at outside factors like demographics, district leadership, and state mandates, Stronge focuses specifically on what teachers can control: their own preparation, personality, and practices. Learn how effective teachers *Prepare to be effective educators. *Establish, manage, and maintain learning-focused classroom environments. *Organize time, communicate expectations, and plan instruction. *Present curriculum to support active and engaged learning. *Monitor student progress, identify student potential, and meet the needs of special populations in the classroom. This second edition includes new tips and tools for engaging at-risk students and high-ability students. It also includes skills checklists and an expanded, annotated bibliography to provide a springboard for further insight and exploration. Teachers, educators who hire teachers, teacher leaders, supervisors, and teachers-in-training can all use this book to learn to how to develop better teachers and to improve the quality of learning for all students.
The author shows how managers in education can contribute to school improvement, and focus on the essential personal and practical management skills needed to instill a positive team culture.
This companion to Qualities of Effective Teachers provides strategies for examining the practice of teaching, helping teachers improve their skills, and establishing an environment that supports good teaching.
In this essential new book, best-selling author and researcher Robert J. Marzano and teacher-effectiveness expert Michael D. Toth lay out a framework for the "next generation" of teacher evaluation: a model focused primarily on helping educators develop and improve their practice. By taking into account multiple accurate, data-rich measures of teacher performance and student growth, the model ensures that all teachers receive fair, meaningful, and reliable evaluations. The book includes * Standards, rubrics, and suggested rating methodologies; * A detailed, five-phase plan for implementing the model; * Guidelines for calibrating evaluation criteria according to teachers' experience levels; * A step-by-step guide to creating a coaching program for teachers who require intervention; and * Recommendations for using technology platforms to enable teacher collaboration. Teacher evaluation has too often focused on affixing ratings to teachers rather than helping them grow into mastery. The practical, field-tested model proposed in Teacher Evaluation That Makes a Difference has everything your school or district needs to provide teachers--and, by extension, their students--with the support necessary for success.
Effective Teaching in Schools is the ideal introduction to what defines good teaching in the UK. Recognizing the shift of teacher-training towards more classroom practice, the book combines depth and authoritative coverage in its treatment of the teaching experience. Strongly practical, the book helps to develop the essential skills of reflective practice. It is the ideal bridge between the theory students need to put their experience in context and the practice which allows them to build on theoretical work where it matters in the classroom. This third edition covers new UK developments such as: personalized learning â?¢ new developments in information and communication technology â?¢ interactive teaching â?¢ inclusion â?¢ assessment for learning â?¢ the UK's Every Child Matters â?¢ evidence-based classroom practice. The book also contains updated terminology and references, plus suggestions for further research.
What makes a good college teacher? This book provides an evidence- based answer to that question by presenting a set of "model teaching characteristics" that define what makes a good college teacher. Based on six fundamental areas of teaching competency known as Model Teaching Characteristics outlined by The Society for the Teaching of Psychology (STP), this book describes how college faculty from all disciplines and at all levels of experience can use these characteristics to evaluate, guide, and improve their teaching. Evidence based research supports the inclusion of each characteristic, each of which is illustrated through example, to help readers master the skills. Readers learn to evaluate their teaching abilities by providing guidance on what to document and how to accumulate and organize the evidence. Two introductory chapters outline the model teaching characteristics followed by six chapters, each devoted to one of the characteristics: training, instructional methods, course content, assessment, syllabus construction, and student evaluations. The book: -Features in each chapter self-evaluation surveys that help readers identify gaps between the model characteristics and their own teaching, case studies that illustrate common teaching problems, discussion questions that encourage critical thinking, and additional readings for further exploration. -Discusses the need to master teaching skills such as collaborative learning, listening, and using technology as well as discipline-specific knowledge. -Advocates for the use of student-learning outcomes to help teachers better evaluate student performance based on their achievement of specific learning goals. -Argues for the development of learning objectives that reflect the core of the discipline‘s theories and applications, strengthen basic liberal arts skills, and infuse ethical and diversity issues. -Discusses how to solicit student feedback and utilize these evaluations to improve teaching. Intended for professional development or teacher training courses offered in masters and doctoral programs in colleges and universities, this book is also an invaluable resource for faculty development centers, college and university administrators, and college teachers of all levels and disciplines, from novice to the most experienced, interested in becoming more effective teachers.
This bibliography includes scholarly journals, dissertations, papers, and books published primarily from 1980 through December 1984 that focus on teacher evaluation and merit pay. These materials are presented in separate chapters, according to the type of publication in which they appeared. In addition to materials identified and annotated from a literature search of several education databases, the authors wrote to public school districts with student populations of over 5,000 requesting copies of their teacher evaluation materials. They received 348 sets of evaluation documents and these materials are annotated in the chapter entitled School District Publications. Other materials prepared by school districts are included in the chapter entitled Papers.
This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations.
The biggest single issue currently facing school managers is how they should appraise their staff and what the implications of the process are. This edited collection brings together the latest thinking on the subject, from both the UK and overseas, and places it directly in the context of school management. Issues discussed include the role of appraisal in school leadership and the role of appraisal in developing teachers. The importance of this combined with the lack of published material on the subject make this book an essential purchase for all headteachers, heads of department, INSET co-ordinators and postgraduate educational management students.
This text provides a systematic introduction to the issues involved in planning, developing, and managing effective language programs. The paperback edition provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.

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