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The Principal as Assessment Leader explores the importance of effective classroom assessment to student achievement and the role of school leaders to model and spark positive change through building teacher literacy, providing targeted professional development, acquiring appropriate technology, and more. With insights from expert practitioners, this book offers to help schools make the shift to best-practice assessment for districtwide improvements in student learning.
Chapters
Introduction
By Thomas R. Guskey, Editor
Part One: Laying the Foundation of Assessment Literacy
Chapter 1: Paving the Way for an Assessment-Rich Culture
By Cassandra Erkens, who examines the importance of formative assessment for student learning, teacher practice, and overall school improvement, which can be achieved through the modeling of leaders in principal-teacher relationships.
Chapter 2: Guide, Provide, Build, Promote, Monitor: Action Words for Principals as Instructional Leaders in Assessment
By Susan Huff, who explains five categories of principal practices to work with teachers in assessment and identify a shared focus for improvement: build supportive structures, promote a focus on learning, guide teacher teams, provide and manage data, and monitor improvement efforts through assessments.
Chapter 3: A Principal's Guide to Assessment
By Chris Jakicic, who explores the information and problems principals should know when teachers create and use an effective assessment system that includes formative assessment.
Chapter 4: Building Assessment Expertise Through Twenty-First-Century Professional Development
By Dennis King, who examines principles and effective strategies to shift from twentieth-century to twenty-first-century assessment practices through appropriate professional development.
Chapter 5: A Seven-Module Plan to Build Teacher Knowledge of Balanced Assessment
By Tammy Heflebower, who introduces seven steps for a professional development plan that principals and administration can follow to support the creation of a balanced assessment system within the school or district.
Part Two: Collecting, Interpreting, and Reporting Data
Chapter 6: Plug Us In, Please: Using Digital Tools for Data Collection
By William M. Ferriter, who examines the need for electronic technology in educational data collection and formative assessment and shows what to look for, how to use it, and what to expect.
Chapter 7: Finding Meaning in the Numbers
By Nicole M. Vagle, who describes the need and ways to use and find meaning in assessment data in order to promote student learning and improve teacher practices.
Chapter 8: The Courage to Implement Standards-Based Report Cards
By Ainsley B. Rose, who describes the challenges and rewards of changing to standards-based assessment and reporting processes. Examples of new methods and report cards are included.
Part Three: Assessing Students at Risk
Chapter 9: Lowering High School Failure Rates
By Mark Weichel, who describes the issue of student failure and outlines six steps that a principal can take to build a school where low failure rates are the norm.
Chapter 10: Assessing the Student at Risk: A New Look At School-Based Credit Recovery
By Charles Hinman, who examines the need for a school-based credit-recovery system that lowers the increasing high school droupout rate and gives students a second chance.
Chapter 11: Formative Assessment, Transformative Relationships
By Tom Hierck, who examines the impact of positive assessment relationships on student success and explores the role of principals to model them in assessment practices.
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