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Palgrave Macmillan

Differentiated Teacher Evaluation and Professional Learning

Policies and Practices for Promoting Career Growth

  • Book
  • © 2019

Overview

Editors:
  1. Mary Lynne Derrington

    1. College of Education, Health and Human Sciences, University of Tennessee, Knoxville, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Jim Brandon

    1. Werklund School of Education, University of Calgary, Calgary, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Examines how differentiated teacher evaluation can provide important foundations for professional development
  • Analyses various aspects of differentiation that can support or hinder teacher development
  • Offers important insights into how teacher evaluation can support practice in a range of contexts

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xix
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  2. Differentiated Teacher Evaluation in Practice

    1. Front Matter

      Pages 1-1
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    2. Supporting Teacher Growth and Assuring Teaching Quality

      • Jim Brandon, Mary Lynne Derrington
      Pages 3-14

    3. The Power of Formative Evaluation of Teaching

      • Stephen P. Gordon, Marla W. McGhee
      Pages 15-35

    4. Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers’ Views

      • Sharon Conley, Elizabeth Mainz, Laura Wellington
      Pages 37-58

    5. Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec

      • Trista Hollweck, Amy Curry, Kate Smith, Mike Dubeau, Terry Kharyati
      Pages 59-81

    6. Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision

      • Chad R. Lochmiller
      Pages 83-105

    7. Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth

      • Yanira Oliveras-Ortiz, Jo Ann Simmons
      Pages 107-126

  4. Back Matter

    Pages 229-232
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Keywords

About this book

This book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential. The book examines various aspects of differentiation including levels of experience from pre-service to veteran, practices of school principals as they supervise and evaluate staff, and wider education policies that can support or hinder differentiation. Providing fascinating insights into how teacher evaluation policies can support practice in a variety of contexts, this timely collection will be of interest and value to students and scholars of teacher evaluation and professional development.

Reviews

“This book represents an amalgam of examinations of teacher evaluation from the contexts of North America and Europe. … this book may be valuable to those who are trying to reconceptualize evaluation policies by learning from other countries.” (Moldir Ablayeva, Educational Review, Vol. 74 (3), 2022)

Editors and Affiliations

  • College of Education, Health and Human Sciences, University of Tennessee, Knoxville, USA

    Mary Lynne Derrington

  • Werklund School of Education, University of Calgary, Calgary, Canada

    Jim Brandon

About the editors

Mary Lynne Derrington is Associate Professor of Educational Administration at the University of Tennessee, Knoxville, USA. 



Jim Brandon is Associate Professor of Educational Leadership and Associate Dean, Professional and Community Engagement in the Werklund School of Education at the University of Calgary, Canada.

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