Rethinking Teacher Supervision and EvaluatioN Second Edition

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.

The book focuses on four strategies principals can take that make a real-world difference in the classroom: Making short, unannounced classroom visits followed by one-on-one feedback conversations; Participating much more actively in the curriculum unit-planning process; Working with teacher teams to analyze and follow up on interim assessment results; and Using rubrics for end-of-year teacher evaluation.

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.

Praise for Rethinking Teacher Supervision and Evaluation

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.

--Paul Bambrick-Santoyo, managing director, North Star Academy Network, Uncommon Schools

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.

--Pedro A. Noguera, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education, and Development; executive director, Metropolitan Center for Urban Education, New York University

Rethinking Teacher Supervision and EvaluatioN | Second Edition

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.

The book focuses on four strategies principals can take that make a real-world difference in the classroom: Making short, unannounced classroom visits followed by one-on-one feedback conversations; Participating much more actively in the curriculum unit-planning process; Working with teacher teams to analyze and follow up on interim assessment results; and Using rubrics for end-of-year teacher evaluation.

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.

Praise for Rethinking Teacher Supervision and Evaluation

"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."

?Paul Bambrick-Santoyo, managing director, North Star Academy Network, Uncommon Schools

"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."

?Pedro A. Noguera, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education, and Development; executive director, Metropolitan Center for Urban Education, New York University