Trust-based observations : maximizing teaching and learning growth /: maximizing teaching and learning growth. (2020)

• Record Type: Book
• Further Information: Note: Craig Randall.
• Authors: Randall, Craig, 1965-
• Contents: Table of Contents; ; Acknowledgments; ; Introduction; ; <span style="font-weight:bold;text-decoration: underline;">Part One: Observation Problems and Solutions ; ; <span style="font-weight:bold;">Chapter 1. <span style="font-weight:bold;">So What’s the Problem? ; ; What Can Be Done; ; <span style="font-weight:bold;">Chapter 2. <span style="font-weight:bold;">The Solution: Trust Based Observations ; ; Build Safe, Trusting Relationships; ; Tweak Evaluation; ; Additional Solutions; ; <span style="font-weight:bold;text-decoration: underline;">Part Two: The TBO System and Making it Work ; ; <span style="font-weight:bold;">Chapter 3. <span style="font-weight:bold;">The System Basics: Continuous, Frequent, Unannounced, and Short Observations ; <span style="font-style:italic;">; Why Unannounced?; ; Why a Continuous Cycle?; ; Why 20 Minutes?; ; Why Observe All Teachers Equally? ; ; Troubleshooting; ; <span style="font-weight:bold;">Chapter 4. <span style="font-weight:bold;">Building System Success: Creating Time and Getting Organized ; ; Creating and Prioritizing Time; ; Organization Tools; ; <span style="font-weight:bold;text-decoration: underline;">Part Three: The Observation ; ; <span style="font-weight:bold;">Chapter 5. <span style="font-weight:bold;">Trust Based Observations Form: Origins and Development ; ; <span style="font-weight:bold;">Chapter 6. <span style="font-weight:bold;">Starting an Observation ; ; <span style="font-weight:bold;">Chapter 7. Evidence of… ; ; Early Thoughts to Guide Successful Observations; ; <span style="font-style:italic;">Evidence of; ; Learning Target (LT); ; Risk Taking/Innovative Practice; ; Teacher/Student Rapport and Relationship; ; Classroom and Student Behavior Management; ; Cooperative Learning; ; Working Memory: 10-2 Reflection and Processing Time; ; Questioning/Higher Order Thinking; ; Formative Assessment/Knowing What Each Student Has Learned to Guide Next Steps; ; Descriptive Progress Feedback; ; Specific Differentiation; ; Learning Principles Used; ; Student Interview: (Is Learning Clear to All?); ; Teaching Intangibles; ; Scripting; ; Additional Pedagogy; ; Questions; ; Suggestions; ; <span style="font-weight:bold;">Chapter 8. Questions ; ; <span style="font-weight:bold;">Chapter 9. <span style="font-weight:bold;">Web Links: Trust Based Observations as a Resource Tool ; ; <span style="font-weight:bold;text-decoration: underline;">Part 4: The Reflective Conversation ; ; <span style="font-weight:bold;">Chapter 10. <span style="font-weight:bold;">Reflective Conversation System Basics; ; Prioritize Reflective Conversations; ; Organization; ; Respect; ; The Conversation; ; <span style="font-weight:bold;">Chapter 11. <span style="font-weight:bold;">Building Trusting Relationships ; ; Vulnerability; ; Empathy and Emotional Intelligence; ; Actions that Build Trust; ; Mindsets or Actions that Inhibit Trust; ; <span style="font-weight:bold;">Chapter 12. <span style="font-weight:bold;">Listening and Asking the Questions ; ; Listening; ; The Questions; ; <span style="font-weight:bold;">Chapter 13. <span style="font-weight:bold;">Sharing Evidence of; ; Troubleshooting Additional Observer Questions on Sharing Evidence; ; <span style="font-weight:bold;">Chapter 14. <span style="font-weight:bold;">Offering Suggestions ; ; When to Offer Suggestions; ; Preparation; ; What and How Much to Suggest; ; Words Matter: How to Offer Suggestions; ; Explaining What Continuing Support Looks Like and Entails; ; Troubleshooting Challenges to Offers of Suggestions; ; <span style="font-weight:bold;">Chapter 15. <span style="font-weight:bold;">Specials: Course Connections Accountability ; ; <span style="font-weight:bold;text-decoration: underline;">Part Five: The Teacher Evaluation Process and Professional Development <span style="text-decoration: underline;">; ; <span style="font-weight:bold;">Chapter 16. <span style="font-weight:bold;">Self-Assessment: Trust Based Observation Form Rubric ; ; TBO Pedagogy Rubric; ; Action Research Big Goal; ; <span style="font-weight:bold;">Chapter 17. <span style="font-weight:bold;">Evaluation in Trust Based Observations ; ; TBO Evaluation; ; Preparing for the Summative Evaluation Meeting; ; The Meeting; ; <span style="font-weight:bold;">Chapter 18. <span style="font-weight:bold;">Action Improvement Plans and Difficult Conversations ; ; Action Improvement Plans; ; Difficult Conversations; ; <span style="font-weight:bold;">Chapter 19. <span style="font-weight:bold;">TBO and Professional Development <br />; Question of the Year PD; ; PDC and Action Research Big Goals; ; More on PDC’s; ; Further PD Tips, Suggestions, Guidelines; ; <span style="font-weight:bold;text-decoration: underline;">Part Six: Bringing It All Together <span style="text-decoration: underline;">; ; <span style="font-weight:bold;">Chapter 20. <span style="font-weight:bold;">Building TBO Success ; ; Implementation; ; Blending; ; Change; ; Sustaining Success; ; Bibliography; ; About the Author
• Publisher Details: Lanham : Rowman & Littlefield Publishers
• Publication Date: 2020
• Extent: 1 online resource, illustrations (black and white)
• Subjects: 370.711; Observation (Educational method); Teachers -- Rating of; Teachers -- Training of; Teacher effectiveness; Effective teaching; Reflective teaching; Trust
• Languages: English
• ISBNs: 9781475853575
• Related ISBNs: 9781475853551; 9781475853568
• Notes: Note: Includes bibliographical references.; Note: Description based on CIP data; resource not viewed.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.