Teacher Evaluation

A Comprehensive Guide to New Directions and Practices
Second Edition
Kenneth D. Peterson
Teacher Evaluation
May 2000 | 440 pages | Corwin
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Hardcover
ISBN: 9780803968820
Available from January 0001

Description

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.

Contents

PART ONE: THINKING ABOUT TEACHER EVALUATION

  • New Directions for Teacher Evaluation
  • The Need for New Directions and Practices
  • Principles of Teacher Evaluation
  • Problems of Teacher Evaluation

PART TWO: MULTIPLE DATA SOURCES FOR TEACHER EVALUATION

  • Introduction to Multiple and Variable Data Sources
  • Student Reports
  • Peer Review of Materials
  • Student Achievement
  • Teacher Tests
  • Parent Reports
  • Documentation of Professional Activity
  • Systematic Observation
  • Administrator Reports
  • Teacher as Curriculum Designer, Other Unique Data and National Board of Professional Teaching Standards Licensing
  • Data Sources to Avoid

PART THREE: TOOLS FOR IMPROVED TEACHER EVALUATION

  • Authentic Assessment
  • Beyond Portfolios to Teacher Dossiers
  • Use of Computers in Teacher Evaluation
  • New School District Organizations, Judging Teacher Dossiers and New District Payoff Structures

PART FOUR: EVALUATION AND OTHER EDUCATORS

  • Hiring, Caring for and Evaluating New Teachers
  • Evaluating Administrators,Support Personnel and Other Teacher Groups
  • Evaluating Deficient Teachers

PART FIVE: SCHOOL DISTRICT RESPONSIBILITIES AND ACTIVITIES

  • School District Concerns
  • New Roles for Principals
  • Making the Transition from Traditional Teacher Evaluation to New Directions and Practices
  • Justifying a District Teacher Evaluation System
  • Using Teacher Evaluation

Description

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.

Contents

PART ONE: THINKING ABOUT TEACHER EVALUATION

  • New Directions for Teacher Evaluation
  • The Need for New Directions and Practices
  • Principles of Teacher Evaluation
  • Problems of Teacher Evaluation

PART TWO: MULTIPLE DATA SOURCES FOR TEACHER EVALUATION

  • Introduction to Multiple and Variable Data Sources
  • Student Reports
  • Peer Review of Materials
  • Student Achievement
  • Teacher Tests
  • Parent Reports
  • Documentation of Professional Activity
  • Systematic Observation
  • Administrator Reports
  • Teacher as Curriculum Designer, Other Unique Data and National Board of Professional Teaching Standards Licensing
  • Data Sources to Avoid

PART THREE: TOOLS FOR IMPROVED TEACHER EVALUATION

  • Authentic Assessment
  • Beyond Portfolios to Teacher Dossiers
  • Use of Computers in Teacher Evaluation
  • New School District Organizations, Judging Teacher Dossiers and New District Payoff Structures

PART FOUR: EVALUATION AND OTHER EDUCATORS

  • Hiring, Caring for and Evaluating New Teachers
  • Evaluating Administrators,Support Personnel and Other Teacher Groups
  • Evaluating Deficient Teachers

PART FIVE: SCHOOL DISTRICT RESPONSIBILITIES AND ACTIVITIES

  • School District Concerns
  • New Roles for Principals
  • Making the Transition from Traditional Teacher Evaluation to New Directions and Practices
  • Justifying a District Teacher Evaluation System
  • Using Teacher Evaluation
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Teacher Evaluation

A Comprehensive Guide to New Directions and Practices

Kenneth D. Peterson
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May 2000 | 440 pages | Corwin

Format Published Date ISBN Price
Hardcover 27/02/2023 9780803968820 $88.95
Paperback 27/02/2023 9780803968837 $48.95

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.

Table Of Contents:

  • PART ONE: THINKING ABOUT TEACHER EVALUATION
  • New Directions for Teacher Evaluation
  • The Need for New Directions and Practices
  • Principles of Teacher Evaluation
  • Problems of Teacher Evaluation
  • PART TWO: MULTIPLE DATA SOURCES FOR TEACHER EVALUATION
  • Introduction to Multiple and Variable Data Sources
  • Student Reports
  • Peer Review of Materials
  • Student Achievement
  • Teacher Tests
  • Parent Reports
  • Documentation of Professional Activity
  • Systematic Observation
  • Administrator Reports
  • Teacher as Curriculum Designer, Other Unique Data and National Board of Professional Teaching Standards Licensing
  • Data Sources to Avoid
  • PART THREE: TOOLS FOR IMPROVED TEACHER EVALUATION
  • Authentic Assessment
  • Beyond Portfolios to Teacher Dossiers
  • Use of Computers in Teacher Evaluation
  • New School District Organizations, Judging Teacher Dossiers and New District Payoff Structures
  • PART FOUR: EVALUATION AND OTHER EDUCATORS
  • Hiring, Caring for and Evaluating New Teachers
  • Evaluating Administrators,Support Personnel and Other Teacher Groups
  • Evaluating Deficient Teachers
  • PART FIVE: SCHOOL DISTRICT RESPONSIBILITIES AND ACTIVITIES
  • School District Concerns
  • New Roles for Principals
  • Making the Transition from Traditional Teacher Evaluation to New Directions and Practices
  • Justifying a District Teacher Evaluation System
  • Using Teacher Evaluation

Recent Product Reviews:

"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, School of Education, Boston College, Chestnut Hill, MA

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