Making Teachers Better, Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth

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About

In too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step-by-step protocols for working with teachers. They present a powerful rationale for reconceptualizing teacher evaluation by creating a balanced system of three equally important components:

The Need for Balance

Evaluation as a Component of a Balanced System

Supervision as a Component of a Balanced System

Reflection as a Component of a Balanced System

Guidelines for Navigating Change That Results in Balancing Evaluation, Supervision, and Reflection

Appendix A. Protocols to Support Systems of Valid, Reliable Evaluation

About the authors

Tony Frontier, PhD, is an award-winning educator who works with teachers and school leaders nationally and internationally to help them prioritize efforts to improve student learning. With expertise in student engagement, evidence-based assessment, effective instruction, technology integration, data analysis, and strategic planning, Frontier emphasizes a systems approach to build capacity and empower teachers to improve each student’s schooling experience.

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Paul Mielke is superintendent of the Hamilton School District in Sussex, Wisconsin. Mielke is an adjunct faculty member at Cardinal Stritch University in Milwaukee, where he teaches courses in teacher evaluation and organizational learning. He began his career in education in 1999 teaching English and coaching football at Wittenberg-Birnamwood High School. He served three years as an assistant principal/athletic director at Waukesha South High, another five years as a principal at West Allis Central High School, and two more years as a principal at Templeton Middle School. He received a bachelor's degree with a major in English and secondary education from the University of Wisconsin, Oshkosh; a master's degree in educational leadership; and a doctorate in leadership for the advancement of learning and service from Cardinal Stritch University.