Efnisyfirlit

• Title Page
• Copyright
• Contents
• The Author
• Acknowledgments
• Introduction
  • Good Teaching Really Matters
• Chapter 1 The Challenge: Closing the Achievement Gap
  • Supervision as Seen By a Rookie Teacher
  • Out of the Classroom
  • My Own Ship
    • Low Expectations
    • A Resistant Culture
    • Teacher Isolation
    • Weak Teamwork
    • Curriculum Anarchy
    • Weak Alignment between Teaching and Assessment
    • Mystery Grading Criteria
    • Not Focusing on Learning
  • The Aha! Moment: State Standards and Tests
  • Slim Curriculum Booklets and Achievement Targets
  • Necessary but not Sufficient
• Chapter 2 Supervision and Evaluation: Why We Need a New Approach
  • There Isn’T a Shared Definition of Good Teaching
  • The Principal Sees Only a Tiny Fraction of Teachers’ Work
  • The Principal’S Presence Changes What’S Going on in the Classroom
  • Full-Lesson Write-Ups Rarely Change Anything
  • The Process is Extremely Time-Consuming, Which Keeps Principals out of Classrooms
  • Teachers are Passive Recipients of Evaluations and are Evaluated in Isolation from their Colleagues
  • Student Learning is not Part of the Process
  • The Imperative for Change
• Chapter 3 Mini-Observations 1: A System Is Born
  • Supervision Hits a Brick Wall
  • Managing by Rushing Around
  • An Idea is Born
  • Mini-Observations take off
  • Developing a Style
  • Keeping track of Visits
  • Keeping it up
  • Closing the Loop with Teachers
  • So far, so Good
• Chapter 4 Mini-Observations 2: Doing Them Right
  • 1. Unannounced
  • 2. Frequent
  • 3. Short
  • 4. Face-to-Face
  • 5. Perceptive
  • 6. Humble
  • 7. Courageous
  • 8. Systematic
  • 9. Documented
  • 10. Linked to Teacher Teamwork and Schoolwide Improvement
  • 11. Linked to End-of-Year Teacher Evaluation
  • 12. Explained well
  • Necessary but not Sufficient
• Chapter 5 Curriculum Design: The Foundation of Good Teaching
  • The Curriculum Planning Gap
  • The K–12 Curriculum Plan
  • Year-end Learning Expectations
  • A Curriculum Calendar
  • Curriculum Unit Plans
  • Lessons: Where the Rubber Meets the Road
  • Taking Stock
• Chapter 6 Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve an
  • I Taught it, Therefore they Learned it
  • Finding the Right Assessments
  • On-the-spot Assessments
  • Interim Assessments
    • What Interim Assessments Add
    • Problems Implementing Interim Assessments
    • Doing Interim Assessments Right
  • Team Value-Added Accountability
  • Taking Stock
• Chapter 7 Rubrics: Potent, Efficient End-of-Year Evaluation Tools
  • Creating a new set of Rubrics
    • Step 1: Deciding on Domains
    • Step 2: Deciding on a Rating Scale
    • Step 3: Sorting the Criteria
    • Step 4: Creating the Rubrics
  • Introducing the Rubrics
  • Using the Rubrics
  • Teachers Scoring below Proficient
  • The Bridge to Continuous Improvement
    • Professional Learning Community
    • Goal Setting
    • Midyear Check-In
    • Teacher Input in End-of-Year Rubric Evaluation
    • Student Input
    • Charting Faculty Results
  • Taking Stock
• Chapter 8 Time Management: Doing First Things First
  • Best of best Practices
    • Have a Laser-Like Focus on Student Achievement and Your Strategic Plan
    • Make Sure Staff Know Exactly What Is Expected in Terms of Classroom Instruction and Discipline
    • Use a Good Personal Planning System for the Year, Month, Week, and Day
    • Set up a Schedule of Meetings for Key Teams and Make Sure They Happen
    • Use a Good System for Writing Things Down, Prioritizing, and Following Up
    • Put Competent People in Key Roles and Delegate Maximum Responsibility to Them
    • Frequently Visit Classrooms and Team Meetings and Give Teachers Feedback
    • Use Good Strategies to Prevent or Deflect Time-Wasting Crises and Activities
    • Take Care of Yourself, Including Family, Health, Exercise, Sleep, and Vacations
    • Regularly Evaluate Progress and Work on Continuous Improvement
  • Taking Stock
• Chapter 9 The Role of the Superintendent
  • Principal Evaluation Rubrics
  • Mini-Observations
  • Curriculum Unit Planning
  • Interim Assessments
  • End-of-year Rubric Evaluation of Teachers
  • Time Management
• Chapter 10 Putting It All Together
  • Effective Supervision and Evaluation
  • Working Together to Close the Achievement gap
• Appendix A A Slim Curriculum Expectations Booklet: Atlantic Elementary School, Grade 4 Learning Expe
  • Mission
  • Our Theory of Action
  • Introduction to Learning Expectations
  • Reading
    • Sample Reading Passage
  • Writing
  • Mathematics
  • Science
  • Social Studies
  • Social Development and Effective Effort
    • Other Subjects
• Appendix B Examples of Brief Write-Ups after Mini-Observations
  • References
• Appendix C A Comparison of Rubrics
• Bibliography
• Index

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