ERIC Number: ED446099
Record Type: RIE
Publication Date: 2000
Teacher Evaluation To Enhance Professional Practice.
Danielson, Charlotte; McGreal, Thomas L.
This book shows how a school district's local teacher evaluation committee can design evaluation systems in which educators can achieve the dual purposes of accountability and professional development and even merge these purposes. A structural framework for designing the evaluation is proposed that locates teachers in one of three tracks: the beginning teacher program, the professional development track, and the teacher assistance track. The chapters are: (1) "A Flawed System"; (2) "The Once and Present Context for Teacher Evaluation: Important Lessons"; (3) "A Blueprint for Teacher Evaluation"; (4) "The Evaluative Criteria, or the 'What'"; (5) "Sources of Information"; (6) "Evaluation Procedures, or the 'How'"; (7) "The Design Process"; (8) "Track I--The Beginning Teacher Program"; (9) "Track II--The Professional Development Track"; (10) "Track III--The Teacher Assistance Track. An epilogue stresses the importance of professional collaboration in evaluation. Two appendixes contain case studies of teacher evaluation in two school districts. (Contains 48 figures, 21 references, and an index.) (SLD)
Descriptors: Accountability, Beginning Teachers, Elementary Secondary Education, Evaluation Methods, Faculty Development, School Districts, Teacher Evaluation
Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 ($20.95, members; $24.95, nonmembers). Tel: 703-578-9600; Tel: 800-933-ASCD (toll free); Fax: 703-575-5400; Web site: http://www.ascd.org.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: Educational Testing Service, Princeton, NJ.; Association for Supervision and Curriculum Development, Alexandria, VA.