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Differentiated teacher evaluation and professional learning = policies and practices for promoting career growth /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Differentiated teacher evaluation and professional learning/ edited by Mary Lynne Derrington, Jim Brandon.
Reminder of title:	policies and practices for promoting career growth /
other author:	Derrington, Mary Lynne.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	xix, 232 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Teachers - Rating of. -
Online resource:	https://doi.org/10.1007/978-3-030-16454-6
ISBN:	9783030164546

Differentiated teacher evaluation and professional learning = policies and practices for promoting career growth /
Differentiated teacher evaluation and professional learningpolicies and practices for promoting career growth /[electronic resource] :edited by Mary Lynne Derrington, Jim Brandon. - Cham :Springer International Publishing :2019. - xix, 232 p. :ill., digital ;24 cm. - Palgrave studies on leadership and learning in teacher education,2524-7069. - Palgrave studies on leadership and learning in teacher education..

Part I Differentiated Teacher Evaluation in Practice -- Chapter 1. Supporting Teacher Growth and Assuring Teacher Quality; Jim Brandon and Mary Lynne Derrington -- Chapter 2. The Power of Formative Evaluation of Teaching; Stephen P. Gordon and Marla W. McGhee -- Chapter 3. Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers' Views; Sharon Conley, Elizabeth Mainz, and Laura Wellington -- Chapter 4. Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Quebec; Trista Hollweck, Amy Curry, Kate Smith, Michel Dubeau and Terry Kharyati -- Chapter 5. Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision; Chad R. Lochmiller -- Chapter 6. Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth; Yanira Oliveras-Ortiz and Jo Ann Simmons -- Part II Differentiated Teacher Evaluation: The Interplay of Policy and Practice -- Chapter 7. Balancing Differentiation and Fairness in Teacher Evaluation: The Story of Flemish Secondary Schools; Melissa Tuytens and Geert Devos -- Chapter 8. The Language of Instructional Improvement in the U.S.: A View from Current Law and Policy Reports; Helen M. Hazi -- Chapter 9. Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers; Sally J. Zepeda -- Chapter 10. Differentiated Evaluation Policy for Professionals in Alberta Canada Schools: Local Policy Characteristics and Budget Implications; Darryl M. Hunter and Francis Owusu -- Chapter 11. Lessons Learned, Not Learned, and Yet to be Mastered; Mary Lynne Derrington and Jim Brandon.

This book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential. The book examines various aspects of differentiation including levels of experience from pre-service to veteran, practices of school principals as they supervise and evaluate staff, and wider education policies that can support or hinder differentiation. Providing fascinating insights into how teacher evaluation policies can support practice in a variety of contexts, this timely collection will be of interest and value to students and scholars of teacher evaluation and professional development.

ISBN: 9783030164546

Standard No.: 10.1007/978-3-030-16454-6doiSubjects--Topical Terms:

555087
Teachers
--Rating of.

LC Class. No.: LB2838 / .D544 2019

Dewey Class. No.: 371.144

Differentiated teacher evaluation and professional learning = policies and practices for promoting career growth /
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505 0 $a Part I Differentiated Teacher Evaluation in Practice -- Chapter 1. Supporting Teacher Growth and Assuring Teacher Quality; Jim Brandon and Mary Lynne Derrington -- Chapter 2. The Power of Formative Evaluation of Teaching; Stephen P. Gordon and Marla W. McGhee -- Chapter 3. Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers' Views; Sharon Conley, Elizabeth Mainz, and Laura Wellington -- Chapter 4. Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Quebec; Trista Hollweck, Amy Curry, Kate Smith, Michel Dubeau and Terry Kharyati -- Chapter 5. Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision; Chad R. Lochmiller -- Chapter 6. Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth; Yanira Oliveras-Ortiz and Jo Ann Simmons -- Part II Differentiated Teacher Evaluation: The Interplay of Policy and Practice -- Chapter 7. Balancing Differentiation and Fairness in Teacher Evaluation: The Story of Flemish Secondary Schools; Melissa Tuytens and Geert Devos -- Chapter 8. The Language of Instructional Improvement in the U.S.: A View from Current Law and Policy Reports; Helen M. Hazi -- Chapter 9. Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers; Sally J. Zepeda -- Chapter 10. Differentiated Evaluation Policy for Professionals in Alberta Canada Schools: Local Policy Characteristics and Budget Implications; Darryl M. Hunter and Francis Owusu -- Chapter 11. Lessons Learned, Not Learned, and Yet to be Mastered; Mary Lynne Derrington and Jim Brandon.
520 $a This book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential. The book examines various aspects of differentiation including levels of experience from pre-service to veteran, practices of school principals as they supervise and evaluate staff, and wider education policies that can support or hinder differentiation. Providing fascinating insights into how teacher evaluation policies can support practice in a variety of contexts, this timely collection will be of interest and value to students and scholars of teacher evaluation and professional development.
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