Diagnostic Classroom Observation: Moving Beyond Best Practice. Nicole Saginor

Diagnostic Classroom Observation: Moving Beyond Best Practice



Download Diagnostic Classroom Observation: Moving Beyond Best Practice



Diagnostic Classroom Observation: Moving Beyond Best Practice Nicole Saginor ebook pdf
Publisher:
Language: English
Page: 200
ISBN: 1412955130, 9781412955133

Review

“The best educators are the best learners. It’s all about teaching, learning, and feedback, and this book brings common sense to common practice.” (Raymond J. McNulty, Senior Vice President )

"Will help supervisors to understand the 'why' of classroom observation, emphasizing how observation should enable us to maximize teacher strengths and ameliorate weaknesses. Provides a needed link between classroom observation and professional development, especially in the establishment and maintenance of professional learning communities." (John C. Hughes, Principal )

"A powerful and needed book. This material is cutting edge stuff for principals who don’t know how to work with teachers to improve their teaching." (Kermit Buckner, Professor )

"Excellent, well sourced, and on target to identify quality instruction. A good field book for any administrator." (Robert Brower, Superintendent )

"An excellent reference tool for any school that wants teachers to become critical observers of their own classrooms." (Nicolette Dennis, Principal )

"Educates administrators about how to become instructional leaders outside the classroom and not just cheerleaders for educators. The content is relevant and pertinent in today’s educational climate and something all principals should consider." (R. Jon Frey, Director of Speech and Debate Activities )

“At last, a diagnostic classroom observation tool that moves beyond generic criteria for examining teaching and learning. This is a must-have resource for teachers, administrators, and professional developers who want to look beyond the veneer of ‘best practice’ and use evidence-based, content-focused criteria to get to the heart of deep, conceptual teaching and learning.” (Page Keeley, Senior Program Director )

About the Author

Nicole Saginor is currently a superintendent and director of curriculum, instruction, and assessment in Vermont, teaches courses through the Vermont State College system, and consults to schools on issues ranging from assessment to curriculum development and instructional improvement. She spent her thirty-five-year career in public education as a teacher, curriculum coordinator, principal, and superintendent. She was the associate executive director at Vermont Institutes, a nonprofit professional development organization, where she worked for eight years to strengthen leadership in the state and provide opportunities for support, networking, and professional development to school leaders. Her work has been used in several national research studies as the instrument for gathering data on classroom performance. She received her doctorate in educational leadership and policy studies at the University of Vermont and holds a master’s degree in French literature from Boston University.



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