Making evaluation meaningful: transforming the conversation to transform schools/ (Record no. 198964)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01262cam a22003014i 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781506378893 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | CUS |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.144 |
| Item number | CAP/M |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Caposey, P. J. |
| 245 10 - TITLE STATEMENT | |
| Title | Making evaluation meaningful: transforming the conversation to transform schools/ |
| Statement of responsibility, etc. | PJ Caposey |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | Thousand Oaks: |
| Name of publisher, distributor, etc. | Corwin, |
| Date of publication, distribution, etc. | 2018. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxiv, 123 pages ; |
| Dimensions | 25 cm |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Introduction<br/>Being an Effective Instructional Leader Takes Practice<br/>Learn From Mistakes<br/>Rethink Established Theories<br/>Don't Neglect the Why and How<br/>Focus on the Goal: Improving Practice<br/><br/>1. Realize Evaluation Undoubtedly Impacts Culture<br/>Cultural Impact of Evaluation<br/>Changes<br/><br/>2. Master the Technical Elements of the Tool<br/>Close Reading<br/>Time in Classrooms<br/>Understanding of Best Practice<br/>Creating a Crosswalk<br/>Suggestion for Improvement Bank<br/>Staying Current With Trends<br/><br/>3. Leverage the Opportunity Presented at a Pre-conference<br/>Typical Pre-conference Experience<br/>Pre-conference Versus Job Interview<br/>Meaningful Pre-conference Questions<br/>Framework Alignment<br/>When a Pre-conference Goes Wrong<br/>Re-recruitment<br/><br/>4. Possess a Game Plan for Every Observation<br/>Three Typical Observational Practices<br/>The Hybrid Solution<br/>Reflective Conference Impact<br/><br/>5. Create a Process for Self-Reflection<br/>Self-Assessment Dos and Don'ts<br/>Guided Practice<br/>Understand Evaluator Fear of Self-Assessment<br/>Auxiliary Benefits<br/>Evaluator Self-Assessment<br/><br/>6. Be Cognizant of the Questions Driving Effective Evaluation<br/>Driving Questions<br/>Are Suggestions for Improvement Present Across All Domains and Do They Exist for Components Rated Proficient as Well as Needs Improvement or Unsatisfactory?<br/>Are the Suggestions Provided Research Based and Grade and Content Appropriate for Each Teacher?<br/>Does Feedback Link District Initiatives and Goals to Individual Teacher Performance?<br/>Does the Administrator Explain the Why and How Behind Suggestions for Improvement?<br/>Do Themes or Tendencies Emerge?<br/>Is There Evidence of Framework Mastery for the Evaluator?<br/>Is the Tone and Type of Language (Direct and Indirect) the Same Across All Evaluation Summaries?<br/>Does the Evaluator Provide Context and an Understanding of the Personal and Professional Growth of the Teacher?<br/>Does the Evaluator Provide Concrete Goals for Future Performance Outlined With Accountability Measures?<br/>Does the Evaluator Communicate as if They Mutually Own the Future Growth of the Teacher?<br/>Is Feedback Provided in a Consistent and Easy-to-Understand Manner?<br/><br/>7. The Reflective Conference<br/>Fight Climbing the Ladder of Inference<br/>Talk Less Than the Teacher<br/>To Serve, Not to Convince<br/>Questions Without Answers<br/>The Answer Is Within Them<br/>Schedules Match Priorities<br/>Establish Goal Areas<br/>Tips for Success for All Types of Reflective Conferences<br/><br/>8. Communicate for Teachers, Not to Them<br/>Effective Feedback Strategies<br/><br/>9. Personalized Professional Development: Mutually Own Future Growth<br/>Establishing a Personalized Professional Development Plan for Teachers<br/>What Happens if I Am Not an Expert in This Area?<br/>Conclusion (and a Note to Superintendents)<br/>A Note to Superintendents<br/>Resource: Suggestions-for-Improvement Bank |
| 650 #0 - SUBJECT | |
| Keyword | Teachers |
| General subdivision | Rating of |
| Geographic subdivision | United States. |
| 650 #0 - SUBJECT | |
| Keyword | Teaching |
| Geographic subdivision | United States |
| General subdivision | Evaluation. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Full call number | Accession number | Date last seen | Copy number | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Central Library, Sikkim University | Central Library, Sikkim University | 19/02/2020 | 14 | 1944.11 | 371.144 CAP/M | 48187 | 19/02/2020 | C-2 | General Books | |||||
| EduPsy Library, Sikkim University | EduPsy Library, Sikkim University | EduPsy Library | 19/02/2020 | 14 | 1944.11 | 371.144 CAP/M | 48186 | 19/02/2020 | C-1 | General Books |