EVALUATING TEACHERS AND ADMINISTRATORS : a performance objectives approach.
Stressing the importance of using evaluation as a means to improve teacher and administrator performance, Dr. Redfern provides a practical guide to conducting an evaluation and using its results. He thoroughly describes the anatomy of the evaluation process, outlines the materials needed, and covers...
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| Language: | English |
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[Place of publication not identified] :
ROUTLEDGE,
2019.
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MARC
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| 100 | 1 | |a Redfern, George B. |0 http://id.loc.gov/authorities/names/n79126440 |1 http://isni.org/isni/0000000021640593. | |
| 245 | 1 | 0 | |a EVALUATING TEACHERS AND ADMINISTRATORS : |b a performance objectives approach. |
| 264 | 1 | |a [Place of publication not identified] : |b ROUTLEDGE, |c 2019. | |
| 300 | |a 1 online resource (1 volume) | ||
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| 505 | 0 | |a Cover; Half Title; Series Page; Title; Copyright; Contents; List of Figures, Tables, and Forms; Preface; Introduction; 1. The Performance Objectives Approach; Some Results of a Performance Objectives Approach; Clearer Perceptions of Performance Expectations; Use of Feedback to Refine Performance Strategies and Procedures; Availability of More Valid Performance Data; Reinforced Practitioner-Supervisor Relationships; Greater Sensitivity to Needs and Concerns of Clients; Stronger Emphasis upon Improvement; More Adequate Documentation of Extent of Incompetency. | |
| 505 | 8 | |a Skill in Evaluation Requires Higher PriorityAn Evaluation Model; Responsibility Criteria; Identify Needs; Set Objectives and Action Plans; Carry Out Action Plans; Assess Results; Discuss Results; 2. Components and Tools of Evaluation; Responsibility Criteria; Identify Needs; Set Objectives and Action Plans; Carry Out Action Plan; Monitoring Procedures; General Practices Useful to Monitors; Assess Results; Self-Evaluation; Assessment by Evaluator; Summative Evaluation Report; Assessment Symbols; Discuss Results; Follow-up; Observations Concerning the Evaluation Process. | |
| 505 | 8 | |a 3. Evaluation of TeachersResponsibility Criteria; Area 100-Planning and Organizing; Area 200-Motivating Learners; Area 300-Relationships with Students; Area 400-Utilizing Resources; Area 500-Instructional Techniques; Area 600-Professional Growth and Responsibility; Area 700-Relationships with Parents; Identify Needs; Set Objectives and Action Plans; Monitoring Procedures and Techniques; Administrative Observations; Self-Monitoring; Trained Observers; Electronic Monitoring; Assess Results; Self-Evaluation; Assessment by Evaluator; Discussing Results; Follow-up and Postconference Activities. | |
| 505 | 8 | |a In-Service OpportunitiesSummary of Postevaluation Action; Teacher-Evaluator Relationship; 4. Evaluating Administrators and Supervisors; Evaluating Specialists; Evaluation and Management Development; Evaluating General Performance; General Principles of Evaluation; Specifics of Evaluation; Defining the Job; Identifying Needs; Performance Objectives; Action Plans; Assessing Results; Discussing Results; 5. Evaluating Substandard Performance; Details of Procedure; Some Advice for Evaluating Substandard Work; 6. The Principal's New Role; Supervision and Evaluation; Employ a Variety of Approaches. | |
| 505 | 8 | |a Develop Sensitive RadarChanging Relationships; Human Relations Emphasis; Capitalize on Staff Resources; Principal as Evaluator; Leadership Characteristics; Personal Fulfillment; Other Roles of the Principal; Serve as Reviewer; Limit Evaluation Scope; Delegate Some Evaluation Responsibilities; Coaching Role; Evaluator's Attitudes Toward Evaluation; Orientation Toward Evaluation; Experience with Evaluation; Knowledge of and Skill in Evaluation Procedures; Teacher-Principal Relationship; 7. Evaluation as an Administrative Tool; Expediting the Work of Others; Better Staff Utilization. | |
| 520 | |a Stressing the importance of using evaluation as a means to improve teacher and administrator performance, Dr. Redfern provides a practical guide to conducting an evaluation and using its results. He thoroughly describes the anatomy of the evaluation process, outlines the materials needed, and covers such often-neglected topics as evaluation of substandard performance, assessment of the performance of administrators and supervisors, evaluation as an administrative tool in education management, and the potential pitfalls inherent in the evaluation process. The book closes with detailed suggestions for developing or revising programs for personnel evaluation. | ||
| 588 | 0 | |a Print version record. | |
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