TY  - BOOK
AU  - Caposey,P.J.
TI  - Making evaluation meaningful: transforming the conversation to transform schools
SN  - 9781506378893 
U1  - 371.144 
PY  - 2018///
CY  - Thousand Oaks: 
PB  - Corwin, 
KW  - Teachers
KW  - Rating of
KW  - United States
KW  - Teaching
KW  - Evaluation
N1  - Introduction
Being an Effective Instructional Leader Takes Practice
Learn From Mistakes
Rethink Established Theories
Don't Neglect the Why and How
Focus on the Goal: Improving Practice

1. Realize Evaluation Undoubtedly Impacts Culture
Cultural Impact of Evaluation
Changes

2. Master the Technical Elements of the Tool
Close Reading
Time in Classrooms
Understanding of Best Practice
Creating a Crosswalk
Suggestion for Improvement Bank
Staying Current With Trends

3. Leverage the Opportunity Presented at a Pre-conference
Typical Pre-conference Experience
Pre-conference Versus Job Interview
Meaningful Pre-conference Questions
Framework Alignment
When a Pre-conference Goes Wrong
Re-recruitment

4. Possess a Game Plan for Every Observation
Three Typical Observational Practices
The Hybrid Solution
Reflective Conference Impact

5. Create a Process for Self-Reflection
Self-Assessment Dos and Don'ts
Guided Practice
Understand Evaluator Fear of Self-Assessment
Auxiliary Benefits
Evaluator Self-Assessment

6. Be Cognizant of the Questions Driving Effective Evaluation
Driving Questions
Are Suggestions for Improvement Present Across All Domains and Do They Exist for Components Rated Proficient as Well as Needs Improvement or Unsatisfactory?
Are the Suggestions Provided Research Based and Grade and Content Appropriate for Each Teacher?
Does Feedback Link District Initiatives and Goals to Individual Teacher Performance?
Does the Administrator Explain the Why and How Behind Suggestions for Improvement?
Do Themes or Tendencies Emerge?
Is There Evidence of Framework Mastery for the Evaluator?
Is the Tone and Type of Language (Direct and Indirect) the Same Across All Evaluation Summaries?
Does the Evaluator Provide Context and an Understanding of the Personal and Professional Growth of the Teacher?
Does the Evaluator Provide Concrete Goals for Future Performance Outlined With Accountability Measures?
Does the Evaluator Communicate as if They Mutually Own the Future Growth of the Teacher?
Is Feedback Provided in a Consistent and Easy-to-Understand Manner?

7. The Reflective Conference
Fight Climbing the Ladder of Inference
Talk Less Than the Teacher
To Serve, Not to Convince
Questions Without Answers
The Answer Is Within Them
Schedules Match Priorities
Establish Goal Areas
Tips for Success for All Types of Reflective Conferences

8. Communicate for Teachers, Not to Them
Effective Feedback Strategies

9. Personalized Professional Development: Mutually Own Future Growth
Establishing a Personalized Professional Development Plan for Teachers
What Happens if I Am Not an Expert in This Area?
Conclusion (and a Note to Superintendents)
A Note to Superintendents
Resource: Suggestions-for-Improvement Bank
ER  -