02498cam a22003254a 45000010009000000050017000090080041000260100017000670200030000840400018001140410012001320420008001440430012001520500022001640820017001861000038002032450057002412600087002983000024003855001448004095040060018576300019019176500013019366500013019497000023019629060045019859420016020309520113020469990013021591197214520230904181706.0000412s2000    vau      b    001 0 eng    a   00009116   a0871203804 (quality pbk.)  aDLCcDLCdDLC  aEnglish  apcc  an-us---00aLB2838b.D26 200000a371.14/4221  aDanielson, CharlotteeAuthor961610aTeacher evaluation to enhance professional practice   aAlexandria, Va. :bAssociation for Supervision and Curriculum Development,cc2000.  av, 156 p. ;c26 cm.  aTeacher 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, and The Conference. 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: * Track I, for beginning teachers, promotes growth and new learning through mentoring, frequent observations, and support systems. * Track II, for tenured teachers--that is, most teachers in the system--promotes professional learning experiences through self-assessment, goal setting, data collection, formative evaluations, study groups, action plans, and evaluation in which teachers play an active role. * Track III, for tenured teachers needing assistance, focuses on remediating difficulties and recommending further action. More good news: Through concrete examples, useful forms, and assessment tools, this book provides a clear roadmap to effective teacher evaluation systems that combine quality assurance with professional development for all teachers.  aIncludes bibliographical references (p. 152) and index. 0aReference9617 0aTeachers 0aTeaching1 aMcGreal, Thomas L.  a7bcbccorignewd1eecipf20gy-gencatlg  2ddccREFn0  00102ddc40708REFa12.10b12.10c4d2023-09-04l0oDANpA28184r2023-09-04 18:22:58t1w2023-09-04yREFu  c135d135