Answer each question in approximately 50 words. (APA format). 

For clarity, please label the different sections of your initial response by text and chapter.

References:

7 Steps to Effective Instructional Leadership/ MCEWAN

Glickman , Gordon, Ross-Gordon / Supervision and Instructional Leadership / PEARSON

 

 

SuperVision

Chapter 12 - Assessing and Planning Skills

1.     Explain the difference between assessing and planning skills.

2.     Describe two or three things in your work life that would benefit from personal time assessment and planning for changes in time allocations.

3.     Which of the planning ideas presented in the textbook would you find most helpful to use in your personal life? In your professional life?

4.     As a school administrator, how would you involve stakeholders - teachers, staff, students, parents, and other members of the community served by the school - in effective assessing and planning to benefit the school?

Chapter 13 - Observing Skills

1.      Describe a time you have witnessed a colleague correctly describe a situation or event, but misinterpret the meaning of it? What happened as a result?

2.      What are some instructional concerns for which it would be more appropriate to gather quantitative data? Qualitative data?

3.      How do the observation instruments presented in Chapter 11 compare with summative evaluation forms with which you are familiar? How could you improve the document your school uses?

Chapter 14 - Evaluation Skills

1.      Consider an instructional program with which you are familiar for which an evaluation is warranted. What questions about the program should the evaluation focus on? From what data sources (persons, places, things, events, or processes) should data needed to answer your evaluation questions be collected? What data collection methods (observing, testing, surveying, interviewing...) should be used to collect data form the sources you have identified?

2.      In what ways would a school that you work at or are familiar with benefit from empowerment evaluation? What concerns would you have about bringing empowerment evaluation to the school?

3.      A teacher portfolio can be used either for formative (improvement) or summative (decision on future employment) teacher evaluation. How would the development and contents of a portfolio used for summative teacher evaluation differ from the development and contents of a portfolio used for formative evaluation?

7 Steps to Effective Instructional Leadership

Summarize the most personally meaningful thing you learned from Step 6 and explain why this is important to you as an instructional leader.

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