ERIC Number: ED436590
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and Learning.
Beerens, Daniel R.
This book describes effective ways for principals and teachers to work together for the teachers' growth and the ultimate benefit of students' learning. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and it analyzes past and current methods and trends in teacher evaluation. The book spells out a field-tested system that addresses the need of the principal to serve in the roles of evaluator, staff developer, instructional leader, and collaborative coach. The approach to evaluation incorporates constructivist teaching, the findings of educational research, reflective practice, and techniques for self-assessment and peer coaching and evaluation. The chapters are: (1) "More Questions than Answers"; (2) "The Significance of Teachers and the Complexity of Their Work"; (3) "Approaches to Evaluation"; (4) "Leadership, Growth, and Community"; (5) "Motivation, Learning, and Staff Development"; (6) "New Approaches to Evaluation and Staff Development"; (7) "The Growth-Focused Evaluation System"; (8) "Identifying Teacher Types"; (9) "The Need for Standards"; (10) "Structures, Processes, and Instruments for Teacher Reflection and Examination of Practice"; (11) "Reporting Teacher Evaluation and Professional Growth"; and (12) "Developing Your Own Evaluation and Professional Growth Plan: Action Steps." A resource section contains sample documents for evaluations. (Contains 24 figures, 5 tables, and 78 references.) (SLD)
Descriptors: Administrator Role, Constructivism (Learning), Educational Trends, Elementary Secondary Education, Evaluation Methods, Principals, Professional Development, Teacher Evaluation
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 805-499-9774; e-mail: email@example.com
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A