Rethinking Teacher Supervision and Evaluation : How to Work Smart, Build Collaboration, and Close the Achievement Gap

Kim Marshall was a teacher, central office administrator, and principal in the Boston public schools. He now advises and coaches new principals, working with New Leaders; teaches courses and leads workshops on instructional leadership; and publishes a weekly newsletter, the Marshall Memo, which summarizes ideas and research from fifty publications. (www.marshallmemo.com)

The Author

Acknowledgments

Introduction

ONE The Challenge: Closing the Achievement Gap

TWO Supervision and Evaluation: Why We Need a New Approach

THREE Mini-Observations 1: A System Is Born

FOUR Mini-Observations 2: Doing Them Right

FIVE Curriculum Design: The Foundation of Good Teaching

SIX Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction

SEVEN Rubrics: Potent, Time-Efficient End-of-Year Evaluation Tools

EIGHT Time Management: Doing First Things First

NINE The Role of the Superintendent

TEN Putting It All Together

Appendix A: A Slim Curriculum Expectations Booklet—Atlantic Elementary School, Grade 4 Learning Expectations

Appendix B: Examples of Brief Write-Ups after Mini-Observations

Appendix C: A Comparison of Rubrics

Bibliography

Index

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