Getting Teacher Evaluation Right What Really Matters for Effectiveness and Improvement

ISBN-10: 0807754463

ISBN-13: 9780807754467

Edition: 2013

Authors: Linda Darling-Hammond, Paula M. Selvester

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Book details

List price: $28.95
Copyright year: 2013
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 5/10/2013
Binding: Paperback
Pages: 192
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 0.836
Language: English

Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she has launched the Stanford Educational Leadership Institute and the School Redesign Network. She has also served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America's Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation's ten most influential people affecting educational policy over the last decade. Among Darling-Hammond's more than 300 publications are Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do (with John Bransford, for the National Academy of Education, winner of the Pomeroy Award from AACTE), Teaching as the Learning Profession: A Handbook of Policy and Practice (Jossey-Bass: 1999) (co-edited with Gary Sykes), which received the National Staff Development Council's Outstanding Book Award for 2000; and The Right to Learn: A Blueprint for Schools that Work, recipient of the American Educational Research Association's Outstanding Book Award for 1998.

Think Systemically
Problems with Current Evaluation Systems
How Should We Think About the Improvement of Teaching?
Understanding Teacher Quality and Teaching Quality
A Systemic Approach to Evaluating and Supporting Teaching
Start with Standards
Standards for Student Learning
Standards for Teaching
Create a Continuum of Performance Assessments
Features of Performance Assessments
Creating a State System
A Performance-Based Continuum in Action: The Case of New Mexico
Build Standards-Based Systems of Local Evaluation
Standards-Based Evaluations of Practice
Professional Contributions
Evidence of Student Learning
Use Evidence of Student Learning Appropriately
The Benefits and Challenges of Looking at Learning through a Value-Added Lens
How Value-Added Achievement Measures Operate in the Real World
Productive Uses of Student Learning Evidence
Support Meaningful Professional Learning
Professional Learning that Pays Off
Building Collective Expertise
Create Structures to Enable Fair and Effective Evaluation
Evaluator Expertise
Governance Structures That Enable Personnel Decisions
Peer Assistance and Review in Action
A Feasible System that is Adequately Resourced
Remember the Goal: Keep Your Eyes on the Prize
Coordinating State Licensing and Local Evaluation
Integrating Evidence of Practice with Evidence of Student Learning
The Critical Importance of a Collective Perspective
Appendix-Student Learning Evidence Template: Albuquerque, New Mexico
About the Author
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