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Making Evaluation Meaningful - P J Caposey

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        Présentation Making Evaluation Meaningful de P J Caposey Format Broché

         - Livre Science humaines et sociales, Lettres

        Livre Science humaines et sociales, Lettres - P J Caposey - 01/12/2017 - Broché - Langue : Anglais

        . .

      • Auteur(s) : P J Caposey
      • Editeur : Sage Publications Inc
      • Langue : Anglais
      • Parution : 01/12/2017
      • Format : Moyen, de 350g à 1kg
      • Nombre de pages : 152
      • Expédition : 318
      • Dimensions : 25.4 x 17.8 x 1.0
      • ISBN : 9781506378893



      • Résumé :
        Offering a fresh perspective on teacher evaluation, this book guides administrators on how to transform their process to improve teacher practice and, ultimately, student achievement.

        Biographie:
        PJ Caposey?s has had a wide range of educational experiences throughout his career. Mr. Caposey?s educational career began by receiving the Golden Apple Scholarship in high school which supports students pursue their dream to teach by providing scholarship money and training in return for a commitment to teach in a need-based area. Mr. Caposey did just that after completing his studies at Eastern Illinois University by teaching at Percy Lavon Julian High School in the inner-city of Chicago.


        After completing his administrative certification at National Louis University, Mr. Caposey served as an Assistant Principal in Rockford Public Schools before becoming the principal Oregon High School at the age of 28. After arriving at Oregon High School, Mr. Caposey and the school have received many honors. Personally, PJ was acknowledged by winning the Illinois Principal?s Association/Horace Mann Partners in Education Award and IPA Principal of the Year for NW Illinois. Additionally, Mr. Caposey personally has been selected as an Award of Merit winner by the Those Who Excel program sponsored by the Illinois State Board of Education, was honored as one of the nation?s top young educators when announced as an Honoree for the ASCD Outstanding Young Educator Award, has been named an ASCD Emerging Leader. PJ was named one of 25 Superintendents to watch nationally by NSPRA and won the INSPRA Distinguished Service Award of Excellence in 2016. More importantly, Oregon High School was named one of the nation?s top high schools by US News and World Report in 2012 and one of the top 2000 high schools in the country by Newsweek in 2013. Meridian has also received? multiple national distinctions which will be released to the public in Fiscal Year 2017.

        PJ recently earned his Doctoral degree through Western Illinois University and continues to write and guest blog for many websites such as Huffington Post, Eye on Education, ASCD, Edutopia, My Town Tutors, and Test Soup. PJ has also penned two books ? his most recent co-authored with Todd Whitaker ? named Building a Culture of Support: Strategies for School Leaders and Teach Smart: 11 Learner-Centered Strategies to Ensure Student Success. In addition, Mr. Caposey also serves as an adjunct professor for Aurora University within their educational leadership department and a principal coach for SUPES Academy.

        PJ is a sought after presenter, consultant, and professional development provider and has spoken at many local, state, and national conferences. A short list of those entities which PJ has presented on behalf of include: ASCD, Illinois Principal?s Association, National Rural Educators Association, AdvanEd, and many others. PJ also enjoys the opportunity to work in different consultative capacities for schools and other organizations.

        PJ served as the Oregon High School principal for four years and currently is in his third year as the Superintendent of Meridian 223. He is married, also to a teacher, who works with gifted students, and lives with his four children: two sons, Jameson and Jackson; and twin toddlers, Anthony and Caroline, in the Northwestern part of Illinois.

        Sommaire:
        Foreword
        Preface
        Acknowledgments
        About the Author
        Introduction
        Being an Effective Instructional Leader Takes Practice
        Learn From Mistakes
        Rethink Established Theories
        Don?t Neglect the Why and How
        Focus on the Goal: Improving Practice
        1. Realize Evaluation Undoubtedly Impacts Culture
        Cultural Impact of Evaluation
        Changes
        2. Master the Technical Elements of the Tool
        Close Reading
        Time in Classrooms
        Understanding of Best Practice
        Creating a Crosswalk
        Suggestion for Improvement Bank
        Staying Current With Trends
        3. Leverage the Opportunity Presented at a Pre-conference
        Typical Pre-conference Experience
        Pre-conference Versus Job Interview
        Meaningful Pre-conference Questions
        Framework Alignment
        When a Pre-conference Goes Wrong
        Re-recruitment
        4. Possess a Game Plan for Every Observation
        Three Typical Observational Practices
        The Hybrid Solution
        Reflective Conference Impact
        5. Create a Process for Self-Reflection
        Self-Assessment Dos and Don?ts
        Guided Practice
        Understand Evaluator Fear of Self-Assessment
        Auxiliary Benefits
        Evaluator Self-Assessment
        6. Be Cognizant of the Questions Driving Effective Evaluation
        Driving Questions
        Are Suggestions for Improvement Present Across All Domains and Do They Exist for Components Rated Proficient as Well as Needs Improvement or Unsatisfactory?
        Are the Suggestions Provided Research Based and Grade and Content Appropriate for Each Teacher?
        Does Feedback Link District Initiatives and Goals to Individual Teacher Performance?
        Does the Administrator Explain the Why and How Behind Suggestions for Improvement?
        Do Themes or Tendencies Emerge?
        Is There Evidence of Framework Mastery for the Evaluator?
        Is the Tone and Type of Language (Direct and Indirect) the Same Across All Evaluation Summaries?
        Does the Evaluator Provide Context and an Understanding of the Personal and Professional Growth of the Teacher?
        Does the Evaluator Provide Concrete Goals for Future Performance Outlined With Accountability Measures?
        Does the Evaluator Communicate as if They Mutually Own the Future Growth of the Teacher?
        Is Feedback Provided in a Consistent and Easy-to-Understand Manner?
        7. The Reflective Conference
        Fight Climbing the Ladder of Inference
        Talk Less Than the Teacher
        To Serve, Not to Convince
        Questions Without Answers
        The Answer Is Within Them
        Schedules Match Priorities
        Establish Goal Areas
        Tips for Success for All Types of Reflective Conferences
        8. Communicate for Teachers, Not to Them
        Effective Feedback Strategies
        9. Personalized Professional Development: Mutually Own Future Growth
        Establishing a Personalized Professional Development Plan for Teachers
        What Happens if I Am Not an Expert in This Area?
        Conclusion (and a Note to Superintendents)
        A Note to Superintendents
        Resource: Suggestions-for-Improvement Bank
        References
        Index

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