A Grand Bargain for Education Reform: New Rewards and Supports for New Accountability

Sonst. Personen	Hershberg, Theodore (Hrsg.); Robertson-Kraft, Claire (Hrsg.)
Institution	Harvard University, Graduate School of Education
Titel	A Grand Bargain for Education Reform: New Rewards and Supports for New Accountability
Quelle	(2009), (288 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-934742-25-9
Schlagwörter	Administrator Evaluation; Educational Change; Rewards; Accountability; Professional Development; Evaluation Methods; Teacher Evaluation; Inservice Teacher Education; Models; Data; Compensation (Remuneration); Educational Assessment; Training Methods; Mentors; Beginning Teacher Induction; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Bildungsreform; Reward; Belohnung; Verantwortung; Teacher appraisal; Lehrerbeurteilung; Lehrerfortbildung; Analogiemodell; Daten; Abfindung; Kompensation; Lohnausgleich; Education; assessment; Bewertungssystem; Didaktik; Trainingsmaßnahme; Communication; thought; Kommunikation; Gedanke
Abstract	This book offers an ambitious new system for evaluating, compensating, and providing professional development for school teachers and administrators. In this realigned system, new forms of accountability are introduced, but they go hand in hand with new rewards and access to enhanced forms of professional development to help educators succeed in their instructional tasks. This book is divided into four parts. Part I, "Introduction", contains the following chapters: (1) Overview of the OPE Framework (Theodore Hershberg and Claire Robertson-Kraft); and (2) Professional Unionism (Julia E. Koppich and Brad Jupp). Part II, "The New Reward Structure: Evaluating Educators", contains the following chapters: (3) Choosing a Value-Added Model (William Sanders and June Rivers); (4) Teacher Evaluation--Performance Frameworks (Charlotte Danielson); (5) Administrator Evaluation (John Deasy); (6) Compensation (Marc J. Wallace Jr.); and (7) Compensating Educators in the Absence of Value-Added Assessment (Virginia Adams Simon). Part III, "Support for Educators: Using Data to Drive Instruction", contains the following chapters: (8) Integrated Assessment--Summative, Formative, and Assessment for Learning (Margaret Jorgensen, Claire Robertson-Kraft, and Theodore Hershberg); (9) Value-Added as a Classroom Diagnostic (Joel Giffin, Theodore Hershberg, and Claire Robertson-Kraft); (10) Value-Added Training (James W. Mahoney, Michael Thomas, and Jacquelyn Asbury); (11) Mentoring and New Teacher Induction (Ellen Moir and Patricia Martin); (12) Peer Assistance and Review and Mandatory Remediation (John Grossman and Claire Robertson-Kraft); and (13) Strategic Professional Development Review (Regis Anne Shields and Karen Hawley Miles). Part IV, "Piloting Overview", contains "Pilot Overview" by Theodore Hershberg and Claire Robertson-Kraft and the following chapters: (14) Communications (Sheppard Ranbom); and (15) Evaluation (Jeffery H. Marshall, Laura S. Hamilton, Julie A. Marsh, Daniel F. McCaffrey, and Brian M. Stecher). A foreword by Christopher T. Cross, a preface by Theodore Hershberg, and an index are included. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://www.hepg.org/hep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10