Differentiated Teacher Evaluation and Professional Learning

1. Front Matter

   Pages i-xix

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2. Differentiated Teacher Evaluation in Practice

   1. Front Matter

      Pages 1-1

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   2. Supporting Teacher Growth and Assuring Teaching Quality

      • Jim Brandon, Mary Lynne Derrington

      Pages 3-14

   3. The Power of Formative Evaluation of Teaching

      • Stephen P. Gordon, Marla W. McGhee

      Pages 15-35

   4. Providing Teachers with a Choice in Evaluation: A Case Study of Veteran Teachers’ Views

      • Sharon Conley, Elizabeth Mainz, Laura Wellington

      Pages 37-58

   5. Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec

      • Trista Hollweck, Amy Curry, Kate Smith, Mike Dubeau, Terry Kharyati

      Pages 59-81

   6. Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision

      • Chad R. Lochmiller

      Pages 83-105

   7. Teacher Evaluation and Differentiated Instructional Supervision: A Tiered Approach to Promote Teacher Growth

      • Yanira Oliveras-Ortiz, Jo Ann Simmons

      Pages 107-126

3. Differentiated Teacher Evaluation: The Interplay of Policy and Practice

   1. Front Matter

      Pages 127-127

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   2. Balancing Differentiation and Fairness in Teacher Evaluation: The Story of Flemish Secondary Schools

      • Melissa Tuytens, Geert Devos

      Pages 129-147

   3. The Language of Instructional Improvement in the U.S.: A View from Current Law and Policy Reports

      • Helen M. Hazi

      Pages 149-171

   4. Job-Embedded Professional Learning: Federal Legislation and National Reports as Levers

      • Sally J. Zepeda

      Pages 173-195

   5. Differentiated Evaluation Policy for Professionals in Alberta Canada Schools: Local Policy Characteristics and Budget Implications

      • Darryl M. Hunter, Francis Owusu

      Pages 197-220

   6. Lessons Learned, Not Learned, and Yet to Be Mastered

      • Mary Lynne Derrington, Jim Brandon

      Pages 221-228

4. Back Matter

   Pages 229-232

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This book discusses teacher evaluation and how it can provide the foundations for professional development. The editors and contributors illustrate how teachers with varying levels of expertise, experience and learning needs can benefit from differentiated evaluation and professional development designed to help them reach their full potential. The book examines various aspects of differentiation including levels of experience from pre-service to veteran, practices of school principals as they supervise and evaluate staff, and wider education policies that can support or hinder differentiation. Providing fascinating insights into how teacher evaluation policies can support practice in a variety of contexts, this timely collection will be of interest and value to students and scholars of teacher evaluation and professional development.

• Differentiated evaluation
• Professional learning
• CPD
• Teacher Growth
• Education Policy
• Teacher evaluation

“This book represents an amalgam of examinations of teacher evaluation from the contexts of North America and Europe. … this book may be valuable to those who are trying to reconceptualize evaluation policies by learning from other countries.” (Moldir Ablayeva, Educational Review, Vol. 74 (3), 2022)

• College of Education, Health and Human Sciences, University of Tennessee, Knoxville, USA

  Mary Lynne Derrington

• Werklund School of Education, University of Calgary, Calgary, Canada

  Jim Brandon

Mary Lynne Derrington is Associate Professor of Educational Administration at the University of Tennessee, Knoxville, USA. 



Jim Brandon is Associate Professor of Educational Leadership and Associate Dean, Professional and Community Engagement in the Werklund School of Education at the University of Calgary, Canada.

Policies and ethics