The results are in: observations are not improving teaching and learning. Pertinently, the Gates Foundation’s recently completed effort to improve student outcomes through enhancing the teacher evaluation process failed to achieve substantive improvement. The way observations are currently designed serve as an obstacle to teacher risk-taking. Teachers fear negative evaluations when their pedagogy is rated, and they lack faith in being supported by supervisors because a trusting relationship between them and their observer has not been built. Trust-Based Observations: Maximizing Teaching and Learning Growth is a schema changing evaluation model that understands people perform at their best when they feel safe and supported. It begins with twelve, 20 minute observations per week followed by collegial conversations driven by reflective questions, sharing observed teaching strengths, and the building of safe and trusting relationships with teachers. Add the elimination of rating pedagogical skills and replace it with rating mindset, and teachers trust. When teachers fully embrace risk-taking and innovation, it leads to remarkable teaching transformations and improved student learning.

Privacy and security concerns are at the forefront of research and critical study in the prevalence of information technology. Pervasive Information Security and Privacy Developments: Trends and Advancements compiles research on topics such as technical, regulatory, organizational, managerial, cultural, ethical, and human aspects of information security and privacy. This reference offers methodologies, research frameworks, theory development and validation, case studies, simulations, technological architectures, infrastructure issues in design, and implementation of secure and privacy preserving initiatives.

"This work is a comprehensive, four-volume reference addressing major issues, trends, and areas for advancement in information management research, containing chapters investigating human factors in IT management, as well as IT governance, outsourcing, and diffusion"--Provided by publisher.

Over the last two decades, the use of instructional coaching has surged in PreK-12 education settings as one way to support the implementation of instructional best practices in a wide range of disciplines. However, not all educators have access to high-quality instructional coaching due to multiple factors, which typically include isolation (geographic and otherwise), limited financial support, and limited professional development time. In addition, the COVID-19 pandemic brought long periods of quarantine and social isolation where educators were scrambling to teach in an unfamiliar medium, and virtual coaching was the only way they could receive professional development. For these reasons, many districts are exploring virtual solutions to provide professional development and coaching support. Implementing a Virtual Coaching Model for Teacher Professional Development addresses how to effectively implement virtual coaching in the field of education and discusses how technology can provide more equitable access to job-embedded and personalized professional learning (through virtual coaching) across all educational institutions. Covering a wide range of topics such as sustainable learning and cognitive coaching, it is ideal for professional development professionals, corporate trainers, education leaders, principals, teachers, researchers, practitioners, academicians, and students.

For the sake of students, close the empathy gap between the classroom and the front office. Far too often, teachers and administrators are adversaries within a school or district and display a mutual distrust and disrespect for each other’s perspectives. Yet when this dissonance can be overcome, the result is a more-harmonious school environment that promotes student achievement. In Lead Like a Teacher, instructional specialist Miriam Plotinsky urges secondary school administrators to lead more effectively by actively listening to teachers and welcoming their expertise. Each chapter examines one of nine key aspects of leadership and offers specific, creative solutions to the complex challenge of empowering change. Moving from a micro to a macro focus as the book progresses—from classroom instruction to schoolwide initiatives—Plotinsky provides administrators with the tools to build and maintain collaborative leadership structures. This thoughtful approach to secondary leadership provides an actionable plan to dismantle some of the biggest barriers to achieving school excellence.

Two years ago, just before the Prague meeting of the International Astronomical Union, Armin Deutsch made the bold suggestion that the space spectroscopists hold a joint symposium with the ground-based observers. At that time the rocket observa tions of stellar spectra seemed too meagre to make such a meeting worthwhile, but we proceeded in the hope that there would be significant new results available by 1969. IAU Commissions 29 and 44, on Stellar Spectra and Observations from Outside the Terrestrial Atmosphere respectively, agreed to sponsor the symposium so that the organization was given to the Joint Working Group of these commissions. Conse quently, the Organizing Committee, which met first in Prague, consisted of A. Deutsch, M.W. Feast, L. Houziaux, V.G. Kurt, N.G. Roman, J. Sahade, A.B. Underhill, and R. Wilson, with myself as Chairman. Later COSP AR was invited to join in spon soring the symposium and T. Chubb was added as their representative. We were specially pleased when C. de Jager invited us to the Netherlands and offered the services of the Utrecht Observatory for the local organization. He suggested we hold the meeting at the new Lunteren Conference Centre located in a wooded area some 35 km east of Utrecht. The modern facilities of the Centre and the hospi tality of its staff contributed much to the enjoyment of our four days there.

A proven, practical approach to teacher supervision, coaching, and evaluation that emphasize fairness, equity, and achievement In the third edition of this longtime bestseller, nationally recognized education leader Kim Marshall offers a framework for supervisors who want to motivate and inspire their colleagues and bring more good teaching to more classrooms more of the time. Rethinking Teacher Supervision and Evaluation shows you how to break away from outdated evaluation approaches, describing an innovative approach that enlists teachers and teacher teams in improving the performance of all students. This thoroughly revised and updated third edition brings Marshall's widely used framework up to date, with even more practical guidelines for implementing effective classroom visits, teacher teamwork around data and curriculum unit planning, professional development, and more. You'll also discover high-tech and low-tech tools that can boost a supervisor's impact and efficiency. Discover the bestselling approach to teacher supervision, coaching, and evaluation Implement techniques to learn what's really going on inside classrooms Implement short, frequent, unannounced classroom visits followed by face-to-face conversations about teaching and learning Use rubrics to continuously improve teaching and learning Foster professional development with supervision and evaluation techniques that focus on improvement and motivation Improve time management, and the effective use of student-learning data Since the publication of the first and second editions, Rethinking Teacher Supervision and Evaluation has been an invaluable resource for K-12 supervisors, instructional coaches, and teacher leaders, as well as trainers and policymakers. The third edition builds on a decade of additional research and work in schools around the world, bringing the ideas into alignment with the rapidly changing world of education, for a timely and beneficial approach to leading today's teachers.

Offers a systematic analysis of institutional solutions for providing common goods, showing how hierarchies, established over centuries of nation-state rule, are obsolete, while negotiation and self- regulation have grown in importance. Contributors include international scholars in the fields of sociology, economics, political science, and other fields. Annotation copyrighted by Book News, Inc., Portland, OR

With increasingly interconnected educational and employment ecosystems, credential innovations are trailblazing multiple pathways to professions at a pivotal moment of rapid change. In the current state of credential proliferation, the quest for simultaneous improvement of quality and value reflects heightened cross-sector interests, while at the same time the quest for concurrent enhancement of access and success remains. With the evolving educational models, technologies, and organizations, credential innovations will continue to serve as powerful catalysts in realizing the great promise for inclusive pathways to professions. The Handbook of Research on Credential Innovations for Inclusive Pathways to Professions surveys the state of credential innovations, examines trends and issues, and explores models and strategies with case studies across sectors and disciplines. The 21 chapters are organized in three sections. Section I, Credential Innovations Amid Evolving Ecosystems, features a powerful array of change theories-in-action with topics ranging from conceptual re-visioning to organizational restructuring and programmatic reengineering within evolving ecosystems. Section II, Credential Innovations and Propositions Across Sectors, spotlights diverse approaches to and propositions of credentials within complex socio-economic landscapes across education, business, and technology industries. Section III, Credential Innovation Models and Strategies, showcases institutional innovations ranging from model developments, pedagogical approaches, and personalized engagements to outcome measurements and strategies for sustainable implementation. Lessons learned and implications are explored to share promising practices, inform current development, and influence future policies toward inclusive excellence in education and the workplace.

Organizations consider trust as a pillar for successful operations in an increasingly global competitive environment. Some professionals go further and argue that in an economy trust is more important than natural resources. This book deals with ways to measure trust and its impact on organizational performance, as well as to understand the role of Management Accounting in creating trust. The author demonstrates that trust drives organizational performance, and reveals the key role of management accountants in facilitating the flow of trust between CEOs and line managers.