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Book Categories |
Preface | ||
About the Author | ||
1 | New Directions for Teacher Evaluation | 3 |
2 | The Need for New Directions and Practices | 12 |
3 | Principles of Teacher Evaluation | 29 |
4 | Problems of Teacher Evaluation | 51 |
5 | Introduction to Multiple and Variable Data Sources | 75 |
6 | Student Reports | 85 |
7 | Peer Review of Materials | 100 |
8 | Student Achievement | 112 |
9 | Teacher Tests | 124 |
10 | Parent Reports | 137 |
11 | Documentation of Professional Activity | 145 |
12 | Systematic Observation | 151 |
13 | Administrator Reports | 167 |
14 | Unique Data Sources and Data Sources to Avoid | 172 |
15 | Authentic Assessment: Beyond Portfolios to Teacher Dossiers | 183 |
16 | Use of Microcomputers in Teacher Evaluation | 194 |
17 | New School District Organizations, Judging Teacher Dossiers, and New District Payoff Structures | 199 |
18 | Hiring, Caring for, and Evaluating New Teachers | 209 |
19 | Evaluating Administrators, Support Personnel, and Teacher Groups | 226 |
20 | Evaluating Deficient Teachers | 237 |
21 | School District Concerns | 245 |
22 | Justifying a School District Teacher Evaluation System | 261 |
23 | Using Teacher Evaluation Data | 280 |
References | 288 | |
Legal Cases Cited | 299 | |
Author Index | 300 | |
Subject Index | 302 |
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