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Supervision and Evaluation of Teachers, School Clinicians, and Administrators: Educational, Social, Emotional, and Procedural Components
Product Details
by William Ribas, Ph.D. and Carol Ann Gregory, M.S.
This book is now on the CASEL website.
It is the only Educator Evaluation Book CASEL is endorsing because of its significant work in improving the SEL skills of the adults in schools.
For more information please visit the link below:
Why this Book is Unique Among Other Books on this Topic
The authors of this book have careers spanning more than 36-years focused on educator evaluation. In this time, we have read most of the books and articles written on the topic. The authors and the consultants in our organization have applied those concepts in more than 150 school districts in six U.S. states. Both authors served many years as union leaders, principals, directors of student services, and assistant superintendents for HR, responsible for all the supervision and evaluation in large school districts. The previous editions of this book have been used in the U.S., Canada, and Europe. In addition:
No other book contains the melding of such a high level of longitudinal practical experience with such an exhaustive, longitudinal review of what has been written on the topic of educator evaluation in the past 36 years.
It is the only book by authors who have participated in the evaluation of tens of thousands of paraprofessionals, teachers, school clinicians, and administrators.
It is the only book that examines the significant role that the social and emotional skills and reactions of the educator and the evaluator play in the process.
Most books deal with “teacher evaluation.” In this book, we also address the evaluation of school clinical professionals (e.g., guidance counselors, psychologists, nurses, occupational therapists, speech and language therapists) and administrators.
It is the only book that addresses all aspects of creating an effective system of supervision, evaluation, and professional learning throughout the school district. It deals with (a) the district structures that superintendents and assistant superintendents need to put in place; (b) the skills and competencies individual evaluators need to be effective with all educators (teachers, school clinicians, and administrators) and (c) the skills and competencies needed to work effectively with educator unions/associations. All of the books currently in print only deal with one or two of these components, and a reader would need to purchase several books to get all the competencies. In addition, those books would be written by different authors and difficult to integrate into a single coherent program.
It is the only book that contains hundreds of actual examples and models, all of which come from real educator evaluations. Included with the models are criteria sheets that evaluators and district administrators with district-wide responsibility can use for self-assessment of their work and continual improvement.
Most books are designed to use a specific program that has been developed by its author and the book is only applicable to that model. Readers typically must figure out a way to apply what is taught in the book to their own district’s model. This book is designed to be used with any model. The previous edition has been used with models by Charlotte Danielson, Robert Marzano, Kim Marshall, and a number of models developed by individual states and provinces. The book also includes the Ribas Associates model in in the appendices if a district needs to adopt a model.
