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Evaluation Curriculum Renewal And Teacher Development
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Book Synopsis Evaluation, Curriculum Renewal, and Teacher Development by :
Download or read book Evaluation, Curriculum Renewal, and Teacher Development written by and published by . This book was released on 1988 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Australian Language Levels (ALL) Project offers a coherent model for elementary and secondary language curriculum design. Book 4 of the four-volume series discusses aspects of curriculum change and inservice teacher education, emphasizing the fact that curriculum and staff development are ongoing processes. A section on implementing curriculum change looks at trends and directions in curriculum development, the concept of curriculum renewal, and the teacher's role in that process. A discussion of evaluation as it relates to curriculum renewal focuses on the purposes and processes of curriculum evaluation and the use of the ALL guidelines to that end. Principles guiding and conditions promoting teacher education are examined, and general and specific issues in the planning of inservice teacher education programs are outlined. Coordination of inservice activities is also addressed. Appended materials include forms for syllabus and program evaluation, evaluation of the teaching/learning approach according to the eight principles of language learning outlined in Book 1, evaluation of resources, and evaluation of the student assessment process and method. A glossary of terms used in all four volumes of the series is included. Contains 1 reference. (MSE)
Book Synopsis Planning and Organizing for Curriculum Renewal by : John L. Brown
Download or read book Planning and Organizing for Curriculum Renewal written by John L. Brown and published by . This book was released on 2004 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Development And Educational Change by : Michael Fullan
Download or read book Teacher Development And Educational Change written by Michael Fullan and published by Routledge. This book was released on 2014-02-04 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work traces the link between teacher development and educational change. Each chapter expands on some aspect of teacher development and points to directions for reform and the improvement of practice. They draw upon work carried out in Canada, England and the United States.
Book Synopsis Evaluating Professional Development by : Thomas R. Guskey
Download or read book Evaluating Professional Development written by Thomas R. Guskey and published by Corwin Press. This book was released on 2000 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.
Book Synopsis Evaluating Professional Development by : Thomas R. Guskey
Download or read book Evaluating Professional Development written by Thomas R. Guskey and published by Corwin Press. This book was released on 2000 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how to better evaluate professional development in order to ensure that it increases student learning, providing questions for accurate measurement of professional development and showing how to demonstrate results and accountability.
Book Synopsis Getting Teacher Evaluation Right by : Linda Darling-Hammond
Download or read book Getting Teacher Evaluation Right written by Linda Darling-Hammond and published by Teachers College Press. This book was released on 2015-04-28 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher evaluation systems are being overhauled by states and districts across the United States. And, while intentions are admirable, the result for many new systems is that goodoften excellentteachers are lost in the process. In the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning. She outlines the most current research informing evaluation of teaching practice that incorporates evidence of what teachers do and what their students learn. In addition, she examines the harmful consequences of using any single student test as a basis for evaluating individual teachers. Finally, Darling-Hammond offers a vision of teacher evaluation as part of a teaching and learning system that supports continuous improvement, both for individual teachers and for the profession as a whole.
Book Synopsis Teacher as a Decision Maker by : Jerry A. Redman
Download or read book Teacher as a Decision Maker written by Jerry A. Redman and published by . This book was released on 2017 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Succeeding with Standards by : Judy F. Carr
Download or read book Succeeding with Standards written by Judy F. Carr and published by ASCD. This book was released on 2001-04-15 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: In many schools and districts, the local curriculum is a hodgepodge of individual initiatives knit together by collective good intentions. Succeeding with Standards: Linking Curriculum, Assessment, and Action Planning describes a practical, school-tested solution to the challenge of creating a curriculum. Building on their work in How to Use Standards in the Classroom, Judy F. Carr and Douglas E. Harris describe a comprehensive process by which schools and districts can turn piecemeal initiatives into a coherent plan. Carr and Harris draw on extensive experience with schools across the United States, and groundbreaking work in Vermont, to depict the standards-linking process. They describe how to * Create a curriculum and assessment plan * Define effective practice * Create a comprehensive assessment system * Map out a path to success through action planning They also consider how to approach reporting results and professional development in a standards-based environment. Improved student performance is the centerpiece of all these standards-linking processes. Carr and Harris emphasize this point, clearly keeping Standards Linking in the context of bettering academic performance for all children. Plentiful figures and examples highlight Carr and Harris's insights and advice. An extensive glossary and helpful list of selected resources round out the volume.
Author :William J. Gephart Publisher :Springer Science & Business Media ISBN 13 :9780898382709 Total Pages :212 pages Book Rating :4.3/5 (827 download)
Book Synopsis Teacher Education Evaluation by : William J. Gephart
Download or read book Teacher Education Evaluation written by William J. Gephart and published by Springer Science & Business Media. This book was released on 1988-04-30 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an age that dictates accountability and verifiability of educational programs, institutions of higher education are called on to justify their programs. To meet these demands, there is a need for improved methods for the evaluation of teacher education programs. More importantly, there is a need for the development of methods and procedures to conduct continuous and on-going evaluation that can aid the process of program improvement. Many institutions have had difficulties in developing and implementing satisfactory systems for conducting needed evaluation. In recent years the standards for the approval of teacher education programs in all of the states were strengthened as were the standards for approval by the National Council for the Accreditation of Teacher Education (NCATE). These revised standards put even more emphasis on accountability and the need for both summative and formative evaluation in a teacher education program. Tennessee Technological University has long been recognized as an institution with an exemplary project in program evaluation. As a result, in 1986, the state of Tennessee established at Tennessee Technological University, a Center for Teacher Education Evaluation. The Center began work in July 1986, on the development of models and systems for conducting teacher education program evaluation. To most, teacher education program evaluation is simple and straightforward. Evaluation includes a set of options, a set of criteria, data collection and interpretation, x and then use in meeting accountability needs.
Book Synopsis Curriculum Renewal by : Elliott Seif
Download or read book Curriculum Renewal written by Elliott Seif and published by . This book was released on 1998 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Assessing Impact by : Joellen Killion
Download or read book Assessing Impact written by Joellen Killion and published by Corwin Press. This book was released on 2008 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses planning and performing staff evaluations and evaluating staff development programs in order to improve staff training and overall student achievement.
Book Synopsis Improving Standards-Based Learning by : Judy F. Carr
Download or read book Improving Standards-Based Learning written by Judy F. Carr and published by Corwin Press. This book was released on 2009-05-21 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This is the best nuts-and-bolts guide for improving teaching and learning in our schools. Carr and Harris have been successful in every school district they have consulted in. Now we have access to their insight and experience in a book that is perfectly laid out with examples and worksheets to guide successful instructional improvement. If you′re serious about instructional leadership, this is the one book you need on your desk." —Kenneth W. Eastwood, Superintendent Middletown City School District, NY Use this tool kit to develop a high-quality curriculum that impacts student learning! Although schools and districts across the country have made notable strides in their instructional programs, educators continue to struggle with developing curriculum that addresses each learner′s needs and strengths, is aligned to instruction and assessment, supports standards-based learning, and results in increased student learning. In this book, the authors provide a curriculum and improvement process that not only shows school leaders how to design a strong, coherent curriculum but also leads the reader through the critical processes of implementing and then evaluating that curriculum for instructional improvement. This resource is packed with ready-to-use tools that can be tailored to meet site-specific needs and includes examples from schools and districts, proven strategies, guidelines and worksheets, graphics and vignettes that illustrate key points, and questions that promote reflection. The book addresses key issues, including How is curriculum put together? Who should be involved and what should be included? How should we go about it and how long will it take? What should be considered during implementation? How is curriculum evaluated? Whether you are experienced or just getting started, Improving Standards-Based Learning provides an accessible framework with numerous tools for developing a curriculum that can generate substantive improvement in teaching and learning.
Book Synopsis Evaluating Technology in Teacher Education by : Walt Heinecke
Download or read book Evaluating Technology in Teacher Education written by Walt Heinecke and published by IAP. This book was released on 2010-06-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.
Book Synopsis (Re)Designing Programs: by : Jennifer Jacobs
Download or read book (Re)Designing Programs: written by Jennifer Jacobs and published by IAP. This book was released on 2021-04-01 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work?in?schools, but they will need to work?with?schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation’s students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher?education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a “Before You Read” section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a “Spotlight from Practice,” in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called “Exercises for Action,” which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better. Praise for (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation: "Jennifer Jacobs and Rebecca West Burns’ book, “(Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation,” is a must-read for all teacher educators, especially those involved in the creation and/or direction of clinically based teacher education programs. Their text provides a roadmap for higher education and school-based teacher educators to collaboratively design a program that prepares teachers to meet the needs of future students. They not only redefine the terms and language we use within clinical practice programs but also encourage us to reflect upon how teachers should be prepared in an equity-centered, clinically based teacher education program. Their text deserves to be on the book shelves of all teacher educators." - D. John McIntyre
Book Synopsis Curriculum Renewal in School Foreign Language Learning by : John L. Clark
Download or read book Curriculum Renewal in School Foreign Language Learning written by John L. Clark and published by Oxford University Press, USA. This book was released on 1987 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main purpose of this book is to show how the traditions in foreign language teaching and in curriculum renewal should converge, so that the importance of modern language teaching in the educational domain is fully realized.
Book Synopsis Teacher Evaluation to Enhance Professional Practice by : Charlotte Danielson
Download or read book Teacher Evaluation to Enhance Professional Practice written by Charlotte Danielson and published by ASCD. This book was released on 2000 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifies some of the problems with many teacher evaluation systems, presents a rationale for teacher evaluation, and describes a structural framework for designing an effective evaluation system for beginning and tenured teachers.
Book Synopsis Curriculum Renewal by : Rebecca Crawford Burns
Download or read book Curriculum Renewal written by Rebecca Crawford Burns and published by . This book was released on 2001 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
