Handbook on Educational Specialist Evaluation

Preface
Part I: Developing And Implementing An Educational Specialist Evaluation System
1 Educational Specialist Evaluation: Getting Started
2 Educational Specialist Evaluation: Background and Context
3 The Goals and Roles Evaluation Model
4 Developing Performance Standards
5 Rating Performance of Educational Specialists
6 Documenting Performance of Educational Specialists
7 Implementing an Educational Specialist Performance Evaluation System
8 Educational Specialist Evaluation: Where Do We Go From Here?
Part II: Roles and Responsibilities
Overview of Part II: Roles and Responsibilities
Domains
Performance Standards
Performance Indicators
Part III: Tools You Can Use
Overview of Part III: Tools You Can Use

Biography

James H. Stronge is Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. One of his primary research interests is in educational personnel evaluation. He has worked with numerous school districts and other educational organizations to design and implement evaluation systems for teachers, administrators, and support personnel. He is the author or coauthor of numerous articles, books, and technical reports on teacher, administrator, and support personnel evaluation. Selected authored or edited publications include the books Qualities of Effective Teachers (Association for Supervision and Curriculum Development), Evaluating Professional Support Personnel in Education (Sage Publications), Evaluation Handbook for Professional Support Personnel (Center for Research on Educational Accountability and Teacher Evaluation), Evaluating Teaching: A Guide to Current Thinking and Best Practice (Corwin Press), and Teacher Evaluation and Student Achievement (National Education Association). Most recently, he coauthored Handbook on Teacher Portfolios for Evaluation and Professional Development (Eye on Education) with Pamela Tucker and Christopher Gareis. Dr. Stronge also served as director of the Evaluating Professional Support Personnel project conducted by the Center for Research on Educational Accountability and Teacher Evaluation (CREATE). Currently he is the Associate Editor of the Journal of Personnel Evaluation in Education. His doctorate is in the area of educational administration and planning and was received from the University of Alabama. He has been a teacher, counselor, and district-level administrator. Pamela D. Tucker is an assistant professor of education in the Curry School of Education at the University of Virginia, Charlottesville, Virginia. She serves as the director of the Principal Internship Program. She has worked with numerous school systems in the development of new evaluation systems and served as one of the facilitators for the development of Virginia's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents. Her research focuses on the various aspects of personnel evaluation and the nature of the school principalship. Books coauthored with others include Handbook on Teacher Portfolios for Evaluation and Professional Development (Eye on Education), Evaluation Handbook for Professional Support Personnel (Center for Research on Educational Accountability and Teacher Evaluation), and Teacher Evaluation and Student Achievement (National Education Association). Her article publications address topics such as the legal context for teacher evaluation, helping struggling teachers, and guidelines for linking student achievement to teacher evaluation. As a former special education teacher and administrator in a school for learning disabled students, she has worked with a variety of student populations and has a particular concern for students who are most at-risk for school failure. She earned her Ed.D. in Educational Administration from the College of William and Mary.