In the third edition of this longtime bestseller, nationally recognized education leader Kim Marshall offers a framework for supervisors who want to motivate and inspire their colleagues and bring more good teaching to more classrooms more of the time. Rethinking Teacher Supervision and Evaluation shows you how to break away from outdated evaluation approaches, describing an innovative approach that enlists teachers and teacher teams in improving the performance of all students.
This thoroughly revised and updated third edition brings Marshall's widely used framework up to date, with even more practical guidelines for implementing effective classroom visits, teacher teamwork around data and curriculum unit planning, professional development, and more. You'll also discover high-tech and low-tech tools that can boost a supervisor's impact and efficiency. - Discover the bestselling approach to teacher supervision, coaching, and evaluation - Implement techniques to learn what's really going on inside classrooms - Implement short, frequent, unannounced classroom visits followed by face-to-face conversations about teaching and learning - Use rubrics to continuously improve teaching and learning - Foster professional development with supervision and evaluation techniques that focus on improvement and motivation - Improve time management, and the effective use of student-learning data
Since the publication of the first and second editions, Rethinking Teacher Supervision and Evaluation has been an invaluable resource for K-12 supervisors, instructional coaches, and teacher leaders, as well as trainers and policymakers. The third edition builds on a decade of additional research and work in schools around the world, bringing the ideas into alignment with the rapidly changing world of education, for a timely and beneficial approach to leading today's teachers.
Table of Contents
The Author xi
Acknowledgments xiii
Introduction 1
Chapter 1 A Rookie Principal Learns the Hard Way 17
Chapter 2 Finding Our Way to a Better System 31
Chapter 3 Design Flaws in the Traditional Teacher Evaluation Process 51
Chapter 4 Mini-Observations 1: Sampling Daily Reality 73
Chapter 5 Mini-Observations 2: Observing Perceptively 85
Chapter 6 Mini-Observations 3: Affirming and Coaching 103
Chapter 7 Mini-Observations 4: End-of-Year Rubric Evaluation 127
Chapter 8 Mini-Observations 5: Making Student Learning Central 159
Chapter 9 Coaching Results-Focused Teacher Teams 179
Chapter 10 Coaching Differentiation 195
Chapter 11 Coaching Curriculum Unit Planning 207
Chapter 12 Should Supervisors Get Involved During Mini-Observations? 227
Chapter 13 Time Management: Fitting It All In 237
Chapter 14 The Role of the Superintendent 257
Chapter 15 A Short Summary, Frequently Asked Questions, and a Wrap-Up 277
Bibliography 289
Index 299
