This book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential. The book examines various aspects of differentiation including levels of experience from pre-service to veteran, practices of school principals as they supervise and evaluate staff, and wider education policies that can support or hinder differentiation. Providing fascinating insights into how teacher evaluation policies can support practice in a variety of contexts, this timely collection will be of interest and value to students and scholars of teacher evaluation and professional development.

Examines how differentiated teacher evaluation can provide important foundations for professional development Analyses various aspects of differentiation that can support or hinder teacher development Offers important insights into how teacher evaluation can support practice in a range of contexts

Autorentext
Mary Lynne Derrington is Associate Professor of Educational Administration at the University of Tennessee, Knoxville, USA.

Jim Brandon is Associate Professor of Educational Leadership and Associate Dean, Professional and Community Engagement in the Werklund School of Education at the University of Calgary, Canada.

Inhalt
Part I Differentiated Teacher Evaluation in Practice.- Chapter 1. Supporting Teacher Growth and Assuring Teacher Quality; Jim Brandon and Mary Lynne Derrington.- Chapter 2. The Power of Formative Evaluation of Teaching; Stephen P. Gordon and Marla W. McGhee.- Chapter 3. Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers' Views; Sharon Conley, Elizabeth Mainz, and Laura Wellington.- Chapter 4. Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec; Trista Hollweck, Amy Curry, Kate Smith, Michel Dubeau and Terry Kharyati.- Chapter 5. Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision; Chad R. Lochmiller.- Chapter 6. Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth; Yanira Oliveras-Ortiz and Jo Ann Simmons.- Part II Differentiated Teacher Evaluation: The Interplay of Policy and Practice.- Chapter 7. Balancing Differentiation and Fairness in Teacher Evaluation: The Story of Flemish Secondary Schools; Melissa Tuytens and Geert Devos.- Chapter 8. The Language of Instructional Improvement in the U.S.: A View from Current Law and Policy Reports; Helen M. Hazi.- Chapter 9. Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers; Sally J. Zepeda.- Chapter 10. Differentiated Evaluation Policy for Professionals in Alberta Canada Schools: Local Policy Characteristics and Budget Implications; Darryl M. Hunter and Francis Owusu.- Chapter 11. Lessons Learned, Not Learned, and Yet to be Mastered; Mary Lynne Derrington and Jim Brandon