Differentiated Teacher Evaluation and Professional Learning

Part I Differentiated Teacher Evaluation in Practice.- Chapter 1. Supporting Teacher Growth and Assuring Teacher Quality; Jim Brandon and Mary Lynne Derrington.- Chapter 2. The Power of Formative Evaluation of Teaching; Stephen P. Gordon and Marla W. McGhee.- Chapter 3. Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers' Views; Sharon Conley, Elizabeth Mainz, and Laura Wellington.- Chapter 4. Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec; Trista Hollweck, Amy Curry, Kate Smith, Michel Dubeau and Terry Kharyati.- Chapter 5. Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision; Chad R. Lochmiller.- Chapter 6. Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth; Yanira Oliveras-Ortiz and Jo Ann Simmons.- Part II Differentiated Teacher Evaluation: The Interplay of Policy and Practice.- Chapter 7. Balancing Differentiation and Fairness in Teacher Evaluation: The Story of Flemish Secondary Schools; Melissa Tuytens and Geert Devos.- Chapter 8. The Language of Instructional Improvement in the U.S.: A View from Current Law and Policy Reports; Helen M. Hazi.- Chapter 9. Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers; Sally J. Zepeda.- Chapter 10. Differentiated Evaluation Policy for Professionals in Alberta Canada Schools: Local Policy Characteristics and Budget Implications; Darryl  M. Hunter and Francis Owusu.- Chapter 11. Lessons Learned, Not Learned, and Yet to be Mastered; Mary Lynne Derrington and Jim Brandon

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.

"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)