What Counts As a Good Job in Teaching?

Colleen Gilrane; Kristin Rearden

doi:10.5771/9781442234710

Summary

Teacher evaluation in the U.S. is in flux as states increase and intensify their attention to it to qualify for Race to the Top Funds, and as accountability for teacher quality becomes more focused. This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next day’s evaluation rubric.

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Bibliographic data

Copyright year: 2015
ISBN-Print: 978-1-4422-3469-7
ISBN-Online: 978-1-4422-3471-0
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 164
Product type: Book Titles

1. Contents No access
2. Prelude: The Chaotic State of Teacher Evaluation in the United States No access
1. Ch01. Overview No access
2. Ch02. Question #1: Who Are My Students? No access
3. Ch03. What Do I Want Them to Learn? No access
4. Ch04. Question #3: What Would Count as Evidence of Learning? No access
5. Ch05. Question #4: How Do I Get There? No access
1. Ch06. Hannah’s Reflection No access
2. Ch07. Jessica’s Reflection No access
1. Ch08. Getting Started: Orienting and Building Relationships No access
2. Ch09. Fall Semester: Overlaying Effective Teaching with TEAM Rubrics No access
3. Ch10. Spring Semester: Overlaying Effective Teaching with edTPA Rubrics No access
Coda: The Importance of an Inquiry-Based, Workshop Approach No access Pages 138 - 148
Bibliography No access Pages 149 - 154
Index No access Pages 155 - 162
About the Authors No access Pages 163 - 164