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Rethinking Teacher Supervision and Evaluation
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Table of Contents

The Author vii Acknowledgments viii Introduction 1 ONE The Challenge: Closing the Achievement Gap 7 TWO Supervision and Evaluation: Why We Need a New Approach 19 THREE Mini-Observations 1: A System Is Born 43 FOUR Mini-Observations 2: Doing Them Right 57 FIVE Curriculum Design: The Foundation of Good Teaching 87 SIX Interim Assessments: Using During-the-Year Evidence of Learning to Continuously Improve and Evaluate Instruction 103 SEVEN Rubrics: Potent, Efficient End-of-Year Evaluation Tools 123 EIGHT Time Management: Doing First Things First 157 NINE The Role of the Superintendent 173 TEN Putting It All Together 195 APPENDIX A A Slim Curriculum Expectations Booklet: Atlantic Elementary School, Grade 4 Learning Expectations 199 APPENDIX B Examples of Brief Write-Ups after Mini-Observations 213 APPENDIX C A Comparison of Rubrics 219 Bibliography 221 Index 227

About the Author

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)

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