Administrator's Staff Development Activities Kit

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9780136798125 | 0136798128
Cover: Paperback
Copyright: 5/12/1999

Rent

(Recommended)

$37.13

Term

Due

Price

Semester

May 29

$37.13

*This item is part of an exclusive publisher rental program and requires an additional convenience fee. This fee will be reflected in the shopping bag.
Buy New

In Stock Usually Ships in 24-48 Hours

$39.51

In short, Administrator's Staff Development Activities Kit gives you the basis for implementing an ongoing staff-development program that is embraced by teachers and administrators alike as a self-renewing process of professional growth activities.

About this Resource

SECTION 1 PROFESSIONAL GROWTH IN SCHOOLS: LOOKING AT THE BIG PICTURE

What is Professional Growth?

(3)

Figure 1-1 Professional Growth Model

(2)

The Complementary Relationships among In-Service Training, Supervision, and Assessment

(1)

What is Currently Happening in Many Schools?

(2)

Figure 1-2 Professional Growth in Many Schools

(1)

Taking a Closer Look at Process

(2)

Figure 1-3 Evaluation System

(2)

Figure 1-4 Professional Growth Relationships

Taking One Last Look at the Linkages

(3)

Assuring the Relationships

(1)

Questions of Control

(1)

Taking a Closer Look at Empowerment

(1)

What are the Needs of Teachers?

(1)

Relating Motivation to Professional Growth

(2)

Money as an External Motivator

(1)

Consider the Farmer and the Seed

(1)

Professional Growth as a Motivator

(1)

The Absence of Total Quality

(1)

Considering Additional Needs

(5)

Figure 1-5 Needs Assessment Format

(4)

Introducing Professional Growth as ``Helping Hands''

(3)

Figure 1-6 Helping Hands

(2)

Considering the Context of Professional Growth

(1)

Let's Wrap it up

(4)

SECTION 2 IN-SERVICE TRAINING: WHAT IT IS AND WHAT IT CAN BE

Practicing what is Preached

(1)

In-Service Training: What is it?

(1)

Figure 2-1 Review of Teacher Evaluations

In-Service Training: What Should it be?

(2)

Finding Experts in the Building

(2)

Figure 2-2 Sharing Your Strengths

(1)

The Move Toward Transpositional Leadership

(1)

The Current Picture of In-Service Training

(1)

Reconsidering the Value of New Knowledge Found Outside the School

(2)

Figure 2-3 Follow-Up for University and Workshop Experiences

(1)

Improving the Current Picture

(1)

More About Needs Assessments

(8)

Figure 2-4 Culture and Climate: An Inventory

(4)

More Needs Assessments

(3)

Figure 2-5 Values and Student Behavior: A Needs Assessment

(2)

Let's Wrap it up

(4)

SECTION 3 EXTENDING CURRENT CONCEPTS OF IN-SERVICE TRAINING

Providing Follow-Up Opportunities

(1)

When Such Experiences Are Not Provided

(1)

Taking a Closer Look at the Appearance of Change

(1)

How to Avoid ``In-Service Draining''

(2)

Teachers and New Knowledge

(1)

New-Teacher Orientation

(1)

Looking at the Nuts and Bolts

(1)

Figure 3-1 Introduction to In-Service Activities: New Teachers

(3)

Figure 3-2 New-Teacher In-Service Evaluation

(2)

Figure 3-3 New-Teacher In-Service Year-End Evaluation

Taking a Closer Look at the School's Culture

(14)

Figure 3-4 It's Your Call: Case Study 1

(1)

Figure 3-5 It's Your Call: Case Study 2

The Need for Consistency

(6)

Figure 3-6 It's Your Call: Case Study 3

(1)

Figure 3-7 It's Your Call: Case Study 4

(1)

Figure 3-8 It's Your Call: Case Study 5

(1)

New-Teacher Orientation and the Instructional Program

(4)

Figure 3-9 Video Library

(1)

Other ``Library'' Materials

(2)

Figure 3-10 A Quick Suggestion

(1)

Intravisitation Observations and Follow-Up Meetings

(4)

Figure 3-11 Visitation Resource Book

(1)

Figure 3-12 Teacher Availability

(1)

Conversations With Experts in the Building

(1)

Considering the Value of Portfolios for In-Service Training

(3)

Portfolios and In-Service Training

(2)

Figure 3-13 Portfolios: A Few Suggestions

(1)

Using Journals to Promote Introspection

(2)

Figure 3-14 Teacher Journals

(1)

Endless Possibilities

(1)

School-University Partnerships

(1)

Tandemed Portfolios

(1)

Expanded Collaboration

(1)

Relating In-Service Training to Supervision

(3)

Figure 3-15 Professional Growth Relationships: In-Service to Supervision

(1)

Let's Wrap it up

(3)

SECTION 4 SUPERVISION: PAST AND PRESENT

Providing Light---Not Heat

(1)

Judgment and Professional Performance

(1)

Supervision and the Administrative Hierarchy

(1)

The Downside of Teacher Evaluation

(6)

Sharing Performance Standards With Teachers

(6)

Figure 4-1 Standards of Teacher Performance

(5)

Role Versus Process

(1)

Distinguishing Among Administratively Directed, Peer-Directed, and Self-Directed Observation

(2)

Separating Supervision From Evaluation

(1)

Encouraging Teachers to Take Risks

(1)

Supervision as Revitalization

(1)

The Need for Philosophical Consistency

(1)

Let's Wrap it up

100

(3)

SECTION 5 THE WHAT AND HOW OF SUPERVISION

Promoting Trust

103

(1)

Our Need to Risk Imperfection

103

(1)

Reviewing Supervision as Exploration

104

(1)

Another Golf Example

104

(1)

Supervision as Energy

105

(3)

Figure 5-1 Mirrors

106

(1)

Figure 5-2 Red Pencils

107

(1)

Relating the Standards to In-Service Information

108

(1)

Relating the Standards to Supervision and Evaluation

109

(1)

Collecting and Using Observational Data

109

(8)

Collecting Observational Data

109

(2)

Conferencing About the Data

111

(1)

Figure 5-3 Classroom Observation: Preliminary Input

112

(1)

Figure 5-4 Self-analysis

113

Interpreting the Data

111

(3)

Figure 5-5 Observation Record

115

Analyzing the Data

114

(2)

Evaluating the Data

116

(1)

Figure 5-6 The Johari Window

118

Projecting the Experience to Future Lessons

117

(1)

Who is a Supervisor?

117

(2)

Figure 5-7 Student Feedback

120

Promoting Proper Behaviors Among All Supervisors

119

(19)

Figure 5-8 Role-Playing Episode 1

122

(7)

Figure 5-9 Role-Playing Episode 2

129

(3)

Figure 5-10 Role-Playing Episode 3

132

(3)

Figure 5-11 Evolution of Leadership

135

(2)

Figure 5-12 Sample Questions

137

(1)

Maintaining the Cycle

138

(1)

Let's Wrap it up

138

(2)

SECTION 6 THE PROCESSES OF EFFECTIVE SUPERVISION

Assessing the Need for Change

140

(1)

More Questions to Ask

140

(1)

The Availability of In-Service Training

141

(5)

Figure 6-1 A Quick In-Service: Standards 1-4, 1-5, 1-6, 1-7, 1-17, 1-25

142

(2)

Figure 6-2 A Quick In-Service: Standards 1-11, 1-14, 1-17, 2-4

144

(2)

Role Versus Process Revisited

146

(1)

Taking Another Look at Self-Directed Observation

146

(3)

Figure 6-3 Self-Directed Supervision

147

(1)

The Advantages and Principles of Self-directed Observation

148

(1)

Maslow's Continuum: From Potential to Perfection

149

(3)

Figure 6-4 Maslow's Hierarchy of Needs

150

(1)

Figure 6-5 The Actualization Continuum

151

(1)

Reaching for Perfection

152

(27)

The Observation Booklet

152

(1)

Mentoring Programs

153

(1)

Teacher Tandems

153

(2)

Figure 6-6 Teacher Tandems

154

(1)

Collegial Groups

155

(2)

Figure 6-7 Collegial Teams

156

(1)

Audiotaped Observation

157

(4)

Figure 6-8 An Audio Experience: Introduction

158

(1)

Figure 6-9 An Audio Experience: Reflections From the Mirror

159

(1)

Figure 6-10 An Audio Experience: Follow-Up

160

(1)

Videotaped Observation

161

(12)

Figure 6-11 A Video Experience: Introduction

162

(1)

Figure 6-12 A Video Experience: Pretest

163

(2)

Figure 6-13 A Video Experience: Pretest Thoughts

165

(2)

Figure 6-14 A Mirror of Performance: General Self-evaluation

167

(2)

Figure 6-15 A Mirror of Performance: A Few Specific Considerations

169

(2)

Figure 6-16 A Mirror of Performance: Specific Teaching Behaviors

171

(3)

Figure 6-17 A Mirror of Performance: Follow-Up Thoughts

174

(1)

Figure 6-18 Video Observation Request for Camera Operator

175

Student Feedback

173

(1)

Parent Feedback

173

(4)

Figure 6-19 Parent Feedback

176

(1)

Self-reported Growth

177

(1)

Figure 6-20 Self-reported Observation

178

Script-Taping

177

(2)

Teacher Journals

179

(1)

Figure 6-21 Self-reflective Journals

180

Supervising Supervisors, Administrators, and Others

179

(5)

Figure 6-22 Mundelein High School: Superintendent Performance Feedback Survey

181

(4)

Figure 6-23 Developing Observation Instruments

185

Relating Supervision to Evaluation

184

(3)

Figure 6-24 Professional Growth Relationships: Supervision to Evaluation

186

(1)

Let's Wrap it up

187

(4)

SECTION 7 TEACHER EVALUATION: PAST AND PRESENT

Moving Beyond Tradition

191

(1)

Reconciling Reality with Traditional Expectations

192

(1)

Evaluation and the School Hierarchy

192

(1)

The Need for Quality Control

193

(1)

Who Evaluates What?

193

(7)

Teachers as Customers

193

(7)

Figure 7-1 One Way to Create an Observational Record

195

(1)

Figure 7-2 A Bettery Way

196

(2)

Figure 7-3 The ``Better Way'' Can Lead to the Best Evaluation

198

(1)

Figure 7-4 The Year in Review

199

(2)

Figure 7-5 Teacher-Directed Evaluation

201

(1)

Figure 7-6 Feedback: Teacher-Directed Observation

202

Evaluation for What? from Quality Control to Dismissal

200

(3)

Evaluating the Evaluators

203

(1)

Taking Another Look at Behaviors

203

(1)

Figure 7-7 Role-Playing Episode: Teacher Evaluation

205

Let's Wrap it up

204

(5)

SECTION 8 THE PROCESSES OF EFFECTIVE EVALUATION

Changing the River

209

(1)

Managers Versus Leaders

209

(1)

The Sunshine Syndrome

209

(1)

Efficiency Versus Effectiveness: Taking Another Look at Checklists

210

(1)

Maintaining Teacher Self-Evaluation During the Summative Process

210

(2)

Figure 8-1 Annual Review

211

(1)

Using the Observation Instruments in an Evaluative Setting

212

(1)

Establishing the Evaluation Schedule

213

(1)

Integrating Supervision with Evaluation: An Example

213

(1)

Evaluating for Tenure Decisions

214

(5)

Figure 8-2 Student Evaluation

217

(1)

Figure 8-3 Interviewing for Tenure: Sample Questions

218

(2)

Figure 8-4 Teacher Self-evaluation

220

Evaluating for Dismissal (Someone has to do it)

219

(3)

The Realities of Due Process

222

(1)

Procedural and Substantive Due Process

222

(2)

Procedural Due Process

222

(1)

Substantive Due Process

223

(1)

Clarifying the Grounds for Dismissal

224

(1)

Insubordination

224

(1)

Neglect of Duty

225

(1)

Immoral Behavior

225

(1)

Unprofessional Conduct

225

(1)

Incompetence

225

(1)

The Dismissal Process

225

(5)

Figure 8-5 Fundamental Skills

227

(1)

Important Dismissal Procedures

228

(2)

Figure 8-6 Dismissal Checklist

229

(1)

Relating Evaluation to In-Service Training

230

(6)

Figure 8-7 Professional Growth Relationships: Evaluation to In-Service

232

(1)

Figure 8-8 It's Your Call! (1)

233

(1)

Figure 8-9 It's Your Call! (2)

234

(1)

Figure 8-10 It's Your Call! (3)

235

(1)

Let's Wrap it up

236

(2)

SECTION 9 ASSURING THE LINKAGES AMONG IN-SERVICE TRAINING, SUPERVISION, AND EVALUATION

Developing an Effective Professional Growth Program

238

(1)

Taking Another Look at the Helping Hands

238

(1)

Who Does What, and When

239

(1)

The Reality of Transpositional Leadership

240

(2)

Figure 9-1 The Continuing Evolution of Educational Leadership

241

(1)

Maintaining the Focus on the School's Values

242

(2)

Emphasizing A Common Belief System

244

(2)

Implementing Collaborative Processes

245

(1)

Considering the Impact of Collective Bargaining

246

(1)

The Basic Purposes of Professional Growth: A Review

247

(2)

Providing Teachers with Options

248

(1)

Let's Wrap it up

249

(4)

APPENDIX OBSERVATION BOOKLET

Standards of Teacher Performance

253

(6)

Standards of Teacher Performance

254

(4)

Fundamental Skills

258

(1)

In-Service Materials

259

(14)

A Quick In-Service: Criteria for Student Success

260

(1)

A Quick In-Service: The Previous Learnings

261

(1)

A Quick In-Service: Elements of Curriculum

262

(1)

A Quick In-Service: Housekeeping Chores

263

(1)

A Quick In-Service: Using Praise

264

(1)

A Quick In-Service: Questioning Technique

265

(2)

A Quick In-Service: Lesson Objectives

267

(2)

A Quick In-Service: Active Listening

269

(1)

A Quick In-Service: Script-Taping

270

(3)

Observation Instruments

273

(32)

Sample Questions

274

(1)

The ``Previous Learnings'' Tally

275

(1)

Time-on-Task Tally

276

(1)

Focusing on Objectives

277

(1)

Working Within the Curriculum

278

(1)

Critical Question Tally Sheet

279

(1)

Using Understandable Language

280

(1)

Housekeeping Chores

281

(1)

Handling Interferences Tally

282

(1)

Student Behavior Tally

283

(1)

Lesson Presentation Tally

284

(1)

Wait Time Tally

285

(1)

Feedback to Students

286

(1)

Student Participation Tally

287

(1)

Probe and Elaboration Questions Tally

288

(1)

Decision to Reteach Tally

289

(1)

Teacher Movement in Classroom Tally

290

(1)

Teacher Movement in Classroom Tally Example

291

(1)

Guided and Independent Practice Tally

292

(1)

Lesson Summary Tally

293

(1)

Study Habit Tally

294

(1)

Modality Measure

295

(1)

Managing Variable Levels of Ability

296

(1)

Teaching Different Levels of Ability Tally 1

297

(2)

Teaching Different Levels of Ability Tally 2

299

(1)

Guilford Analysis Technique

300

(1)

Establishing Rapport

301

(1)

Using Praise

302

(1)

Active Listening Tally

303

(2)

Final Considerations

305

(1)

Developing Observation Instruments

306

(1)

Self-reported Observation

307

FREE SHIPPING

Rent More, Save More! Use code: BBRENTAL

5% off 1 book, 7% off 2 books, 10% off 3+ books

Administrator's Staff Development Activities Kit

Summary

Author Biography

Table of Contents

Supplemental Materials