{"product_id":"administrators-staff-development-activities-kit-isbn-9780136798125","title":"Administrator's Staff Development Activities Kit","description":"Elementary and secondary school administrators will appreciate this comprehensive, ready-to-use staff development activities program that integrates in-service training, supervision, and evaluation. The program encourages professional growth through self-assessment and includes over 120 reproducible forms, charts, models and other aids that can be used \"as is\" in developmental activities. Topics and activities include Professional Growth in Schools: Looking at the Big Picture, In-Service Training, What It is and What It Can Be, Extending Current Concepts of In-Service Training, Supervision: Past \u0026amp; Present, The What \u0026amp; How of Supervision, The Process of Effective Supervision, Teacher Evaluation: Past \u0026amp; Present, The Processes of Effective Evaluation, Assuring the Linkages Among In-Service Training, and Supervision, \u0026amp; Evaluation. Includes a reproducible four-page Observation Booklet designed to help teachers gather information about their classroom performance and to promote teacher self-reflection and self-evaluation.  SECTION 1: Professional growth in schools: looking at the big picture.  \u003cp\u003eWhat is professional growth?\u003c\/p\u003e \u003cp\u003eFigure 1-1 professional growth model.\u003c\/p\u003e \u003cp\u003eThe complementary relationships among in-service training, supervision, and assessment.\u003c\/p\u003e \u003cp\u003eWhat is currently happening in many schools?\u003c\/p\u003e \u003cp\u003eFigure 1-2 professional growth in many schools.\u003c\/p\u003e \u003cp\u003eTaking a closer look at processes.\u003c\/p\u003e \u003cp\u003eFigure 1-3 evaluation system.\u003c\/p\u003e \u003cp\u003eFigure1-4 professional growth relationship.\u003c\/p\u003e \u003cp\u003eTaking one last look at the linkages.\u003c\/p\u003e \u003cp\u003eAssuring the relationship.\u003c\/p\u003e \u003cp\u003eQuestions of control.\u003c\/p\u003e \u003cp\u003eTaking a closer look at empowerment.\u003c\/p\u003e \u003cp\u003eWhat are the needs of teachers?\u003c\/p\u003e \u003cp\u003eRelating motivation to professional growth.\u003c\/p\u003e \u003cp\u003eMoney as a external motivator.\u003c\/p\u003e \u003cp\u003eConsider the farmer and the seed.\u003c\/p\u003e \u003cp\u003eProfessional growth as a motivator.\u003c\/p\u003e \u003cp\u003eThe absence of total quality.\u003c\/p\u003e \u003cp\u003eConsidering additional needs.\u003c\/p\u003e \u003cp\u003eFigure 1-5 needs assessment format.\u003c\/p\u003e \u003cp\u003eIntroducing professional growth as \"helping hands\".\u003c\/p\u003e \u003cp\u003eFigure 1-6 helping hands.\u003c\/p\u003e \u003cp\u003eConsidering the context of professional growth.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 2: In-service training: what it is and what it can be.\u003c\/p\u003e \u003cp\u003ePracticing what is preached.\u003c\/p\u003e \u003cp\u003eIn-service training: what should it be?\u003c\/p\u003e \u003cp\u003eFinding experts in the building.\u003c\/p\u003e \u003cp\u003eFigure 2-2 sharing your strengths.\u003c\/p\u003e \u003cp\u003eThe move toward transpositional leadership.\u003c\/p\u003e \u003cp\u003eThe current picture of in-service training.\u003c\/p\u003e \u003cp\u003eReconsidering the value of new knowledge found outside the school.\u003c\/p\u003e \u003cp\u003eFigure 2-3 follow-up for university and workshop experiences.\u003c\/p\u003e \u003cp\u003eImproving the current picture.\u003c\/p\u003e \u003cp\u003eMore about needs assessments.\u003c\/p\u003e \u003cp\u003eFigure 2-4 culture and climate: an inventory.\u003c\/p\u003e \u003cp\u003eMore needs assessment.\u003c\/p\u003e \u003cp\u003eFigure 2-5 values and student behavior: a needs assessment.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 3: Extending current concepts of in-service training.\u003c\/p\u003e \u003cp\u003eProviding follow-up opportunities.\u003c\/p\u003e \u003cp\u003eWhen such experiences are not provided.\u003c\/p\u003e \u003cp\u003eTaking a closer look at the appearance of change.\u003c\/p\u003e \u003cp\u003eHow to avoid \"in-service draining\".\u003c\/p\u003e \u003cp\u003eTeachers and new knowledge.\u003c\/p\u003e \u003cp\u003eNew-teacher orientation.\u003c\/p\u003e \u003cp\u003eLooking at the nuts and bolts.\u003c\/p\u003e \u003cp\u003eFigure 3-1 introduction to in-service activities: new teachers.\u003c\/p\u003e \u003cp\u003eFigure 3-2 new-teacher in-service evaluation.\u003c\/p\u003e \u003cp\u003eFigure 3-3 new-teacher in-service year-end evaluation.\u003c\/p\u003e \u003cp\u003eTaking a closer look at the school's culture.\u003c\/p\u003e \u003cp\u003eFigure 3-4 it's your call: case study.\u003c\/p\u003e \u003cp\u003eFigure 3-5 it's your call: case study 2.\u003c\/p\u003e \u003cp\u003eThe need for consistency.\u003c\/p\u003e \u003cp\u003eFigure 3-6 it's your call: case study 3.\u003c\/p\u003e \u003cp\u003eFigure 3-7 it's your call: case study 4.\u003c\/p\u003e \u003cp\u003eFigure 3-8 it's your call: case study 5.\u003c\/p\u003e \u003cp\u003eNew-teacher orientation and the instructional program.\u003c\/p\u003e \u003cp\u003eFigure 3-9 video library.\u003c\/p\u003e \u003cp\u003eOther \"library\" materials.\u003c\/p\u003e \u003cp\u003eFigure 3-10 a quick suggestion.\u003c\/p\u003e \u003cp\u003eIntravisitation observation and follow-up meetings.\u003c\/p\u003e \u003cp\u003eFigure 3-11 visitation resource book.\u003c\/p\u003e \u003cp\u003eFigure 3-12 teacher availability.\u003c\/p\u003e \u003cp\u003eConversations with experts in the building.\u003c\/p\u003e \u003cp\u003eConsidering the value of portfolios for in-service training.\u003c\/p\u003e \u003cp\u003ePortfolios and in-service training.\u003c\/p\u003e \u003cp\u003eFigure 3-13 portfolios: a few suggestions.\u003c\/p\u003e \u003cp\u003eUsing journals to promote introspection.\u003c\/p\u003e \u003cp\u003eFigure 3-14 teacher journals.\u003c\/p\u003e \u003cp\u003eEndless possibilities.\u003c\/p\u003e \u003cp\u003eSchool-university partnerships.\u003c\/p\u003e \u003cp\u003eTandemed portfolios.\u003c\/p\u003e \u003cp\u003eExpanded collaboration.\u003c\/p\u003e \u003cp\u003eRelating in-service training to super vision.\u003c\/p\u003e \u003cp\u003eFigure 3-15 professional growth relationships: in-service to supervision.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 4: Supervision: Past and Present.\u003c\/p\u003e \u003cp\u003eProviding light— not heat.\u003c\/p\u003e \u003cp\u003eJudgement and professional performance.\u003c\/p\u003e \u003cp\u003eSupervision and the administrative hierarchy.\u003c\/p\u003e \u003cp\u003eThe downside of teacher evaluation.\u003c\/p\u003e \u003cp\u003eSharing performance standards with teachers.\u003c\/p\u003e \u003cp\u003eFigure 4-1 standards of teacher performance.\u003c\/p\u003e \u003cp\u003eRole versus process.\u003c\/p\u003e \u003cp\u003eDistinguishing among administratively directed, peer-directed, and self-directed observation.\u003c\/p\u003e \u003cp\u003eSeparating supervision from evaluation.\u003c\/p\u003e \u003cp\u003eEncouraging teachers to take risks.\u003c\/p\u003e \u003cp\u003eSupervision as revitalization.\u003c\/p\u003e \u003cp\u003eThe need for philosophical consistency.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 5: The what and how of supervision.\u003c\/p\u003e \u003cp\u003ePromoting trust.\u003c\/p\u003e \u003cp\u003eOur need to risk imperfection.\u003c\/p\u003e \u003cp\u003eReviewing supervision as exploration.\u003c\/p\u003e \u003cp\u003eAnother golf example.\u003c\/p\u003e \u003cp\u003eSupervision as energy.\u003c\/p\u003e \u003cp\u003eFigure 5-1 mirrors.\u003c\/p\u003e \u003cp\u003eFigure 5-2 red pencils.\u003c\/p\u003e \u003cp\u003eRelating the standards to in-service information.\u003c\/p\u003e \u003cp\u003eRelating the standards to supervision and evaluation.\u003c\/p\u003e \u003cp\u003eCollecting and using observational data.\u003c\/p\u003e \u003cp\u003eCollecting observational data.\u003c\/p\u003e \u003cp\u003eConferencing about the data.\u003c\/p\u003e \u003cp\u003eFigure 5-3 classroom observation: preliminary input.\u003c\/p\u003e \u003cp\u003eFigure 5-4 self-analysis.\u003c\/p\u003e \u003cp\u003eInterpreting the data.\u003c\/p\u003e \u003cp\u003eFigure 5-5 observation record.\u003c\/p\u003e \u003cp\u003eAnalyzing the data.\u003c\/p\u003e \u003cp\u003eEvaluating the data.\u003c\/p\u003e \u003cp\u003eFigure 5-6 the johari window.\u003c\/p\u003e \u003cp\u003eProjecting the experience to future lessons.\u003c\/p\u003e \u003cp\u003eWho is a supervisor?\u003c\/p\u003e \u003cp\u003eFigure 5-7 student feedback.\u003c\/p\u003e \u003cp\u003ePromoting proper behaviors among all supervisors.\u003c\/p\u003e \u003cp\u003eFigure 5-8 role-playing episode 1.\u003c\/p\u003e \u003cp\u003eFigure 5-9 role-playing episode 2.\u003c\/p\u003e \u003cp\u003eFigure 5-10 role-playing episode 3.\u003c\/p\u003e \u003cp\u003eFigure 5-11 evolution of leadership.\u003c\/p\u003e \u003cp\u003eFigure 5-12 sample questions.\u003c\/p\u003e \u003cp\u003eMaintaining the cycle.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 6: The process of effective supervision.\u003c\/p\u003e \u003cp\u003eAssessing the need for change.\u003c\/p\u003e \u003cp\u003eMore questions to ask.\u003c\/p\u003e \u003cp\u003eThe availability of in-service training.\u003c\/p\u003e \u003cp\u003eFigure 6-1 a quick in-service: standards: 1-4,1-5,1-6,1-7,1-17,1-25.\u003c\/p\u003e \u003cp\u003eFigure 6-2 a quick in-service: standards: 1-11,1-14,1-17,2-4.\u003c\/p\u003e \u003cp\u003eRole versus process revisited.\u003c\/p\u003e \u003cp\u003eTaking another look at self-directed observation.\u003c\/p\u003e \u003cp\u003eFigure 6-3 self-directed supervision.\u003c\/p\u003e \u003cp\u003eThe advantages and principles of self-directed observation.\u003c\/p\u003e \u003cp\u003eMaslow's continuum: from potential to perfection.\u003c\/p\u003e \u003cp\u003eFigure 6-4 maslow's hierarchy of needs.\u003c\/p\u003e \u003cp\u003eFigure 6-5 the actualization continuum.\u003c\/p\u003e \u003cp\u003eReaching for perfection.\u003c\/p\u003e \u003cp\u003eThe observation booklet.\u003c\/p\u003e \u003cp\u003eMentoring programs.\u003c\/p\u003e \u003cp\u003eTeacher tandems.\u003c\/p\u003e \u003cp\u003eFigure 6-6 teacher tandems.\u003c\/p\u003e \u003cp\u003eCollegial groups.\u003c\/p\u003e \u003cp\u003eFigure 6-7 collegial teams.\u003c\/p\u003e \u003cp\u003eAudiotaped observation.\u003c\/p\u003e \u003cp\u003eFigure 6-8 an audio experience: introduction.\u003c\/p\u003e \u003cp\u003eFigure 6-9 an audio experience: reflections from the mirror.\u003c\/p\u003e \u003cp\u003eFigure 6-10 an audio experience: follow-up.\u003c\/p\u003e \u003cp\u003eVideotaped observation.\u003c\/p\u003e \u003cp\u003eFigure 6-11 a video experience: introduction.\u003c\/p\u003e \u003cp\u003eFigure 6-12 a video experience: pretest.\u003c\/p\u003e \u003cp\u003eFigure 6-13 a video experience: pretest thought.\u003c\/p\u003e \u003cp\u003eFigure 6-14 a mirror of performance: general self-evaluation.\u003c\/p\u003e \u003cp\u003eFigure 6-15 a mirror of performance: a few specific considerations.\u003c\/p\u003e \u003cp\u003eFigure 6-16 a mirror of performance: specific teaching behaviors.\u003c\/p\u003e \u003cp\u003eFigure 6-17 a mirror of performance: follow-up thoughts.\u003c\/p\u003e \u003cp\u003eFigure 6-18 video observation request for camera operator.\u003c\/p\u003e \u003cp\u003eStudent feedback.\u003c\/p\u003e \u003cp\u003eParent feedback.\u003c\/p\u003e \u003cp\u003eFigure 6-19 parent feedback.\u003c\/p\u003e \u003cp\u003eSelf-reported growth.\u003c\/p\u003e \u003cp\u003eFigure 6-20 self-reported observation.\u003c\/p\u003e \u003cp\u003eScript taping.\u003c\/p\u003e \u003cp\u003eTeacher journals.\u003c\/p\u003e \u003cp\u003eFigure 6-21 self-reflective journals.\u003c\/p\u003e \u003cp\u003eSupervising supervisors, administrators, and others.\u003c\/p\u003e \u003cp\u003eFigure 6-22 Mundelein high school: superindentent performance feedback survey.\u003c\/p\u003e \u003cp\u003eFigure 6-23 developing observation instruments.\u003c\/p\u003e \u003cp\u003eRelating supervision to evaluation.\u003c\/p\u003e \u003cp\u003eFigure 6-24 professional growth relationships: supervision to evaluation.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 7: Teacher evaluation: Past and Present.\u003c\/p\u003e \u003cp\u003eMoving beyond tradition.\u003c\/p\u003e \u003cp\u003eReconciling reality with traditional expectations.\u003c\/p\u003e \u003cp\u003eEvaluation and the school hierarchy.\u003c\/p\u003e \u003cp\u003eThe need for quality control.\u003c\/p\u003e \u003cp\u003eWho evaluates what?\u003c\/p\u003e \u003cp\u003eTeachers as customers.\u003c\/p\u003e \u003cp\u003eFigure 7-1 one way to create an observational record.\u003c\/p\u003e \u003cp\u003eFigure 7-2 a better way.\u003c\/p\u003e \u003cp\u003eFigure 7-3 the \"better way\" can lead to the best evaluation.\u003c\/p\u003e \u003cp\u003eFigure 7-4 the year in review.\u003c\/p\u003e \u003cp\u003eFigure 7-5 teacher-directed evaluation.\u003c\/p\u003e \u003cp\u003eFigure 7-6 feedback: teacher-directed observation.\u003c\/p\u003e \u003cp\u003eEvaluation for what? From quality control to dismissal.\u003c\/p\u003e \u003cp\u003eEvaluating the evaluators.\u003c\/p\u003e \u003cp\u003eTaking another look at behavior.\u003c\/p\u003e \u003cp\u003eFigure 7-7 role-playing episode: teacher evaluation.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 8: The processes of effective evaluation.\u003c\/p\u003e \u003cp\u003eChanging the river.\u003c\/p\u003e \u003cp\u003eManagers versus leaders.\u003c\/p\u003e \u003cp\u003eThe sunshine syndrome.\u003c\/p\u003e \u003cp\u003eEfficiency versus effectiveness: taking another look at checklists.\u003c\/p\u003e \u003cp\u003eMaintaining teacher self-evaluation during the summative process.\u003c\/p\u003e \u003cp\u003eFigure 8-1 annual review.\u003c\/p\u003e \u003cp\u003eUsing the observation instruments in an evaluative setting.\u003c\/p\u003e \u003cp\u003eEstablishing the evaluation schedule.\u003c\/p\u003e \u003cp\u003eIntegrating supervision with evaluation: an example.\u003c\/p\u003e \u003cp\u003eEvaluating for tenure decisions.\u003c\/p\u003e \u003cp\u003eFigure 8-2 student evaluation.\u003c\/p\u003e \u003cp\u003eFigure 8-3 interviewing for tenure: sample questions.\u003c\/p\u003e \u003cp\u003eFigure 8-4 teacher self-evaluation.\u003c\/p\u003e \u003cp\u003eEvaluating for dismissal (someone has to do it).\u003c\/p\u003e \u003cp\u003eThe realities of due process.\u003c\/p\u003e \u003cp\u003eProcedural and substantive due process.\u003c\/p\u003e \u003cp\u003eProcedural due process.\u003c\/p\u003e \u003cp\u003eSubstantive due process.\u003c\/p\u003e \u003cp\u003eClarifying the grounds for dismissal.\u003c\/p\u003e \u003cp\u003eInsubordination.\u003c\/p\u003e \u003cp\u003eNeglect of duty.\u003c\/p\u003e \u003cp\u003eImmoral behavior.\u003c\/p\u003e \u003cp\u003eUnprofessional conduct.\u003c\/p\u003e \u003cp\u003eIncompetence.\u003c\/p\u003e \u003cp\u003eThe dismissal process.\u003c\/p\u003e \u003cp\u003eFigure 8-5 fundamental skills.\u003c\/p\u003e \u003cp\u003eImportant dismissal procedures.\u003c\/p\u003e \u003cp\u003eFigure 8-6 dismissal checklist.\u003c\/p\u003e \u003cp\u003eRelating evaluation to in-service training.\u003c\/p\u003e \u003cp\u003eFigure 8-7 professional growth relationships: evaluation to in-service.\u003c\/p\u003e \u003cp\u003eFigure 8-8 it's your call! (1).\u003c\/p\u003e \u003cp\u003eFigure 8-9 it's your call! (2).\u003c\/p\u003e \u003cp\u003eFigure 8-10 it's your call! (3).\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eSECTION 9: Assuring the linkages among in-service training, supervision, and evaluation.\u003c\/p\u003e \u003cp\u003eDeveloping an effective professional growth program.\u003c\/p\u003e \u003cp\u003eTaking another look at the helping hands.\u003c\/p\u003e \u003cp\u003eWho does what and when.\u003c\/p\u003e \u003cp\u003eThe reality of transpositional leadership.\u003c\/p\u003e \u003cp\u003eFigure 9-1 the continuing evolution of educational leadership.\u003c\/p\u003e \u003cp\u003eMaintaining the focus on the school's values.\u003c\/p\u003e \u003cp\u003eEmphasizing a common belief system.\u003c\/p\u003e \u003cp\u003eImplementing collaborative processes.\u003c\/p\u003e \u003cp\u003eConsidering the impact of collective bargaining.\u003c\/p\u003e \u003cp\u003eThe basic purposes of professional growth: a review.\u003c\/p\u003e \u003cp\u003eProviding teachers with options.\u003c\/p\u003e \u003cp\u003eLet's wrap it up.\u003c\/p\u003e \u003cp\u003eAPPENDIX.\u003c\/p\u003e \u003cp\u003eObservation booklet.\u003c\/p\u003e \u003cp\u003eStandards of teacher performance.\u003c\/p\u003e \u003cp\u003eStandards of teacher performance.\u003c\/p\u003e \u003cp\u003eFundamental skills.\u003c\/p\u003e \u003cp\u003eIn-service training.\u003c\/p\u003e \u003cp\u003eA quick in-service: criteria for student success.\u003c\/p\u003e \u003cp\u003eA quick in-service: the previous learnings.\u003c\/p\u003e \u003cp\u003eA quick in-service: elements of curriculum.\u003c\/p\u003e \u003cp\u003eA quick in-service: housekeeping chores.\u003c\/p\u003e \u003cp\u003eA quick in-service: using praise.\u003c\/p\u003e \u003cp\u003eA quick in-service: questioning technique.\u003c\/p\u003e \u003cp\u003eA quick in-service: lesson objectives.\u003c\/p\u003e \u003cp\u003eA quick in-service: active listening.\u003c\/p\u003e \u003cp\u003eA quick in-service: script-taping.\u003c\/p\u003e \u003cp\u003eObservation instruments.\u003c\/p\u003e \u003cp\u003eSample questions.\u003c\/p\u003e \u003cp\u003eThe \"previous learnings\" tally.\u003c\/p\u003e \u003cp\u003eTime-on-task tally.\u003c\/p\u003e \u003cp\u003eFocusing on objectives.\u003c\/p\u003e \u003cp\u003eWorking within the curriculum.\u003c\/p\u003e \u003cp\u003eCritical question tally sheet.\u003c\/p\u003e \u003cp\u003eUsing understandable language.\u003c\/p\u003e \u003cp\u003eHousekeeping chores.\u003c\/p\u003e \u003cp\u003eHandling interferences tally.\u003c\/p\u003e \u003cp\u003eStudent behavior tally.\u003c\/p\u003e \u003cp\u003eLesson presentation tally.\u003c\/p\u003e \u003cp\u003eWait time tally.\u003c\/p\u003e \u003cp\u003eFeedback to students.\u003c\/p\u003e \u003cp\u003eStudent participation tally.\u003c\/p\u003e \u003cp\u003eProbe and elaboration question tally.\u003c\/p\u003e \u003cp\u003eDecision to reteach tally.\u003c\/p\u003e \u003cp\u003eTeacher movement in classroom tally.\u003c\/p\u003e \u003cp\u003eTeacher movement in classroom tally example.\u003c\/p\u003e \u003cp\u003eGuided and independent practice tally.\u003c\/p\u003e \u003cp\u003eLesson summary tally.\u003c\/p\u003e \u003cp\u003eStudy habit tally.\u003c\/p\u003e \u003cp\u003eModality measure.\u003c\/p\u003e \u003cp\u003eManaging variable levels of ability.\u003c\/p\u003e \u003cp\u003eTeaching different levels of ability tally 1.\u003c\/p\u003e \u003cp\u003eTeaching different levels of ability tally 2.\u003c\/p\u003e \u003cp\u003eGuilford analysis technique.\u003c\/p\u003e \u003cp\u003eUsing praise.\u003c\/p\u003e \u003cp\u003eActive listening tally.\u003c\/p\u003e \u003cp\u003eFinal considerations.\u003c\/p\u003e \u003cp\u003eDeveloping observation instruments.\u003c\/p\u003e \u003cp\u003eSelf-reported observation.\u003c\/p\u003e \u003cb\u003eMichael D. Koehler\u003c\/b\u003e, Ph.D., has been teaching educational administration, leadership, and supervision since 1974. The author of 14 educational resources by Prentice Hall and its imprints, he currently is teaching part-time as well as writing, speaking and consulting with schools on teacher supervision and other topics.  This practical resource gives elementary and secondary school administrators a comprehensive, ready-to-use staff development activities program that integrates in-service training, supervision, and evaluation. The program encourages professional growth through self-assessment and includes over 120 reproducible forms, charts, models and other aids that can be used \"as is\" in developmental activities.  \u003cp\u003eFor easy use, all materials are organized into nine sections and printed in a big 8-1\/4\" x 11\" spiral-bound format that folds flat for photocopying of any form or chart as many times as needed. Here's a brief overview of the topics and activities you'll find in each section.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eProfessional growth in schools: Looking at the big picture\u003c\/b\u003e— Section 1 describes the functional relationship among in-service training, supervision, and evaluation and shows how an integrated approach provides the follow-up experiences teachers need to learn and grow. The section focuses on need assessment and includes the activity \u003ci\u003eHelping Hands\u003c\/i\u003e, which examines various ways of acquiring new knowledge.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIn service training: What is it and what it can be\u003c\/b\u003e— Section 2 presents in-service training as one of the three important links in overall development through activities such as \u003ci\u003eSharing your strengths\u0026amp;Culture; ...Culture\u003c\/i\u003e \u003ci\u003eand climate inventory...\u003c\/i\u003e and \u003ci\u003eValues and student behavior: a needs assessment\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eExtending current concepts of in-service training\u003c\/b\u003e— In Section 3, you'll find an introduction to in-service activities for new teachers plus five reproducible It's your Call case studies in which teachers play a role and choose from multiple responses. Other reproducibles include \u003ci\u003ePortfolios\u003c\/i\u003e....\u003ci\u003eTeacher journals\u003c\/i\u003e...and \u003ci\u003eProfessional growth relationships\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSupervision: Past and Present\u003c\/b\u003e— Section 4 focuses on supervision as a teacher responsibility, rather that a duty exclusive to administrators and includes \u003ci\u003eStandards of teacher performance\u003c\/i\u003e, a reproducible that identifies 75 essential and extended standards in the areas of instruction, student relationships, and all-school responsibilities. These provide targets for teachers as well as evaluate measures for administrators.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThe what how of supervision\u003c\/b\u003e— Section 5 is packed with intriguing activities that emphasize important aspects of effective supervision, such as \u003ci\u003eMirrors\u003c\/i\u003e...\u003ci\u003eRed Pencils...Self-Analysis...Student Feedback...Collegial observation...\u003c\/i\u003eand others.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThe process of effective supervision\u003c\/b\u003e— Section 6 explores other, less traditional ways teachers can receive \"mirrors\" of their performance in order to evaluate their own effectiveness, such as \u003ci\u003eA quick in-service: questioning techniques\u003c\/i\u003e and \u003ci\u003eA video Experience: A Mirror of classroom performance\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTeacher evaluation: Past and present\u003c\/b\u003e— Section 7 links evaluation to supervision and in-service training through activities and reproducibles like \u003ci\u003eTeacher-directed evaluation...Feedback...\u003c\/i\u003eand \u003ci\u003eRole playing episode.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThe Processes of effective evaluation\u003c\/b\u003e— Section 8 focuses on the integration of supervision with evaluation and includes reproducible aids such as \u003ci\u003eAnnual Review...\u003c\/i\u003e\u003cbr\u003e  \u003ci\u003eInterviewing for Tenure...Fundamental Skills...\u003c\/i\u003eand \u003ci\u003eDismissal checklist.\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAssuring the linkages among in-service training, supervision, and evaluation\u003c\/b\u003e— The last section of this resource reviews the three-pronged approach to professional development and examines \u003ci\u003eWho does what and when\u003c\/i\u003e.\u003c\/p\u003e \u003cp\u003ePlus you'll find a reproducible 4-page \u003ci\u003eObservational Booklet\u003c\/i\u003e at the end of Unit. This is designed to help teachers gather information about their classroom performance and to promote teacher self-reflection and self-evaluation.\u003c\/p\u003e \u003cp\u003eIn short, \u003cb\u003eAdministrator's Staff Development Activities Kit\u003c\/b\u003e gives you the basis for implementing an ongoing staff-development program that is embraced by teachers and administrators alike as a self-renewing process of professional growth activities.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47988662042853,"sku":"NP9780136798125","price":39.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780136798125.jpg?v=1761781166","url":"https:\/\/k12savings.com\/es\/products\/administrators-staff-development-activities-kit-isbn-9780136798125","provider":"K12savings","version":"1.0","type":"link"}