Caposey, P. J. <br/><br/>
Making evaluation meaningful: transforming the conversation to transform schools/ 
PJ Caposey 
 - Thousand Oaks:   Corwin,   2018. 
 - xxiv, 123 pages ;  25 cm 
<br/><br/>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 
<br/><br/><label>ISBN: </label>9781506378893  
<br/><br/><label>Subjects--Topical Terms: </label><br/>Teachers--Rating of--United States.<br/>Teaching--Evaluation.--United States
<br/><br/><label>Dewey Class. No.: </label>371.144  / CAP/M