000			01262cam a22003014i 4500
999			_c198964 _d198964
020			_a9781506378893
040			_cCUS
082	0	0	_a371.144 _bCAP/M
100	1		_aCaposey, P. J.
245	1	0	_aMaking evaluation meaningful: transforming the conversation to transform schools/ _cPJ Caposey
260			_aThousand Oaks: _bCorwin, _c2018.
300			_axxiv, 123 pages ; _c25 cm
505			_aIntroduction 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
650		0	_aTeachers _xRating of _zUnited States.
650		0	_aTeaching _zUnited States _xEvaluation.
942			_cWB16