Details

<p>The Author vii</p> <p>Acknowledgments viii</p> <p>Introduction 1</p> <p>One The Challenge: Closing the Achievement Gap 7</p> <p>Two Supervision and Evaluation: Why We Need a New Approach 19</p> <p>Three Mini-Observations 1: A System Is Born 43</p> <p>Four Mini-Observations 2: Doing Them Right 57</p> <p>Five Curriculum Design: The Foundation of Good Teaching 87</p> <p>Six Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction 103</p> <p>Seven Rubrics: Potent, Efficient End-of-Year Evaluation Tools 123</p> <p>Eight Time Management: Doing First Things First 157</p> <p>Nine The Role of the Superintendent 173</p> <p>Ten Putting It All Together 195</p> <p>Appendix A A Slim Curriculum Expectations Booklet: Atlantic Elementary School, Grade 4 Learning Expectations 199</p> <p>Appendix B Examples of Brief Write-Ups after Mini-Observations 213</p> <p>Appendix C A Comparison of Rubrics 219</p> <p>Bibliography 221</p> <p>Index 227</p>

<p><b>Kim Marshall</b> was a teacher, central office administrator, and principal in the Boston public schools. He now advises and coaches new principals, working with New Leaders; teaches courses and leads workshops on instructional leadership; and publishes a weekly newsletter, the <i>Marshall Memo</i>, which summarizes ideas and research from fifty publications. (www.marshallmemo.com)</p>

<p><b>Rethinking Teacher Supervision</b> and <b>EvaluatioN</b> | Second Edition</p> <p>In this thoroughly revised and updated resource, education expert Kim Marshall reveals why principals should reject the typical and often ineffective evaluation approaches, in which they use infrequent classroom visits or rely on standardized test scores, to assess a teacher's performance. As an antidote, Marshall offers a time-tested framework for supervision and evaluation that enlists teachers in improving the performance of all students.</p> <p>The book focuses on four strategies principals can take that make a real-world difference in the classroom: <b>Making</b> short, unannounced classroom visits followed by one-on-one feedback conversations; <b>Participating</b> much more actively in the curriculum unit-planning process; <b>Working</b> with teacher teams to analyze and follow up on interim assessment results; and <b>Using</b> rubrics for end-of-year teacher evaluation.</p> <p>This new edition includes: twelve key success factors for mini-observations, a deconstruction of the time management challenge that all principals face, a new chapter on the superintendent's role, and "clicker" questions for professional development. This second edition of the bestselling book is filled with a wealth of useful tools and expert advice for using supervision and evaluation practices to promote and encourage professional development.</p> <p><b>Praise for</b> <b><i>Rethinking Teacher Supervision and Evaluation</i></b></p> <p>"Kim Marshall's combination of real-world experience and visionary thinking creates a roadmap that has the potential to alter the national landscape on teacher supervision."</p> <p>—<b>Paul Bambrick-Santoyo</b>, managing director, North Star Academy Network, Uncommon Schools</p> <p>"Kim Marshall brings the wisdom of a seasoned principal and the insights of a scholar/researcher to this analysis of instructional leadership. His work is practical, smart, and, most of all, clear and accessible."</p> <p>—<b>Pedro A. Noguera, Ph.D.</b>, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education, and Development; executive director, Metropolitan Center for Urban Education, New York University</p>

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