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Evaluating what good teachers do : eight research-based standards for assessing teacher excellence /
This book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evalu...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Larchmont, NY :
Eye on Education,
2010.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Stronge, James H. | |
| 245 | 1 | 0 | |a Evaluating what good teachers do : |b eight research-based standards for assessing teacher excellence / |c James H. Stronge. |
| 260 | |a Larchmont, NY : |b Eye on Education, |c 2010. | ||
| 300 | |a 1 online resource (xi, 144 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a data file |2 rda | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Cover; Title Page; Copyright Page; Acknowledgments; About the Author; Table of Contents; Preface; Part I Performance Standards for Teachers; 1 How to Assess Teacher Quality; What Are Teacher Performance Standards and How Are They Used?; Importance of Defining the Job of the Teacher; Overview of Performance Standards; Suggested Teacher Performance Standards; Alignment of Teacher Performance Standards with Qualities of Effective Teachers; What Are Quality Indicators and How Are They Used?; Overview of Quality Indicators; How Quality Indicators Are Used | |
| 505 | 8 | |a How Can Teacher Performance Standards Be Documented?Documenting Teacher Performance Standards; Observation; Formal Observations; Informal Observations; Walkthrough Observations; Portfolios/Data Logs; Using Multiple Data Sources; How Can Teacher Performance Standards Be Rated?; Rating Scales; Performance Appraisal Rubric; Why Are Performance Standards Important for Ensuring Teacher Quality?; Notes; 2 Professional Knowledge; What Does Professional Knowledge Mean?; What Does the Research Say About Professional Knowledge of the Teacher? | |
| 505 | 8 | |a What Are Research-Based Quality Indicators for Professional Knowledge?How Can Professional Knowledge Be Documented?; What Are Rating Scale Options for Professional Knowledge?; Notes; 3 Data-Driven Planning; What Does Data-Driven Planning Mean?; Data-Driven Aspects of Planning; Applying Planning Processes to Teaching; Definitions of Data-Driven Planning; What Does the Research Say About Data-Driven Planning?; The Process of Planning; What Should Be Taught?; How Should It Be Taught?; How Should Instruction and Student Learning Be Assessed?; Pacing Guides as a Planning Tool | |
| 505 | 8 | |a What Are Research-Based Quality Indicators for Data-Driven Planning?How Can Data-Driven Planning Be Documented?; What Are Rating Scale Options for Data-Driven Planning?; Notes; 4 Instructional Delivery; What Does Instructional Delivery Mean?; What Does the Research Say About Instructional Delivery?; What Are Research-Based Quality Indicators for Instructional Delivery?; How Can Instructional Delivery Be Documented?; What Are Rating Scale Options for Instructional Delivery?; Notes; 5 Assessment for Learning; What Does Assessment for Learning Mean? | |
| 505 | 8 | |a What Does the Research Say About Assessment for Learning?What Are Research-Based Quality Indicators for Assessment for Learning?; How Can Assessment for Learning Be Documented?; What Are Rating Scale Options for Assessment for Learning?; Notes; 6 Learning Environment; What Does Learning Environment Mean?; What Does the Research Say about Learning Environment?; Classroom Management and Structure; Positive Classroom Climate; Classroom Talk; What Are Research-Based Quality Indicators for Learning Environment?; How Can Learning Environment Be Documented? | |
| 520 | |a This book is based on author James H. Stronge's 20-plus years of consulting with school districts and other educational organizations in designing, piloting, and training educators in the use of teacher-performance evaluation systems. Its primary purpose is to help both teachers and their evaluators collect more comprehensive and accurate assessment data for judging teacher effectiveness. The author provides field-tested teacher-evaluation systems based on performance standards which include data collection tools and performance appraisal rubrics. | ||
| 546 | |a English. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Effective teaching |v Case studies. | |
| 650 | 0 | |a Educational innovations |v Case studies. | |
| 650 | 0 | |a School improvement programs |v Case studies. | |
| 650 | 0 | |a Learning, Psychology of |v Case studies. | |
| 650 | 6 | |a Enseignement efficace |v Études de cas. | |
| 650 | 6 | |a Enseignement |x Innovations |v Études de cas. | |
| 650 | 6 | |a Enseignement |x Réforme |v Études de cas. | |
| 650 | 6 | |a Psychologie de l'apprentissage |v Études de cas. | |
| 650 | 7 | |a EDUCATION |x Evaluation. |2 bisacsh | |
| 650 | 7 | |a STUDY AIDS |x NTE (National Teacher Examinations) |2 bisacsh | |
| 650 | 7 | |a Educational innovations |2 fast | |
| 650 | 7 | |a Effective teaching |2 fast | |
| 650 | 7 | |a Learning, Psychology of |2 fast | |
| 650 | 7 | |a School improvement programs |2 fast | |
| 655 | 0 | |a Electronic books. | |
| 655 | 7 | |a Case studies |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Stronge, James H. |t Evaluating what good teachers do. |d Larchmont, NY : Eye on Education, 2010 |w (DLC) 2010009763 |
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