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Teacher Evaluation to Enhance Professional Practice

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About

Teacher evaluation—a term that brings fear, anticipation, stress, anxiety, or even boredom to the hearts of teachers and administrators everywhere. How can we reinvent teacher evaluation so that it really makes a difference—so that everyone in school benefits from it, so that teachers and administrators learn from it, so that students succeed as a result of it? The bad news is that many schools and districts seem to be stuck in old ruts, involving The observation, The Behavior Checklist, The Conference, and The Judgment. The good news is that many districts have paved the way for teacher evaluation to actually become professional development, by using a three-track evaluation system:

Table of contents

A Flawed System

The Once and Present Context for Teacher Evaluation: Important Lessons

The Evaluative Criteria, or the “What”

Sources of Information

Evaluation Procedures, or the “How”

About the authors

Charlotte Danielson is the founder and a board member of The Danielson Group. She began her career more than 50 years ago as a teacher in a 1st and 2nd grade classroom in Washington, DC. After 25 years as a teacher, curriculum director, staff development director, and assessment designer, she wrote the first edition of Enhancing Professional Practice. Danielson has published widely on the use of the Framework for Teaching and related aspects of the teaching profession and instructional practice.

A graduate of Cornell University (history), Oxford University (philosophy, politics, and economics) and Rutgers University (educational administration and supervision), she has taught kindergartners through university students and has worked as a curriculum director and staff development director.

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Book details

Product No.
ISBN
978-0-87120-380-9
Release Date
Page Count
Member Book
Yes

Topics in this book

Professional Learning

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