Corwin & P J J Caposey 
Making Evaluation Meaningful [EPUB ebook] 
Transforming the Conversation to Transform Schools

Foreword
Preface
Acknowledgments
About the Author
Introduction
Being an Effective Instructional Leader Takes Practice
Learn From Mistakes
Rethink Established Theories
Don’t Neglect the Why and How
Focus on the Goal: Improving Practice
1. Realize Evaluation Undoubtedly Impacts Culture
Cultural Impact of Evaluation
Changes
2. Master the Technical Elements of the Tool
Close Reading
Time in Classrooms
Understanding of Best Practice
Creating a Crosswalk
Suggestion for Improvement Bank
Staying Current With Trends
3. Leverage the Opportunity Presented at a Pre-conference
Typical Pre-conference Experience
Pre-conference Versus Job Interview
Meaningful Pre-conference Questions
Framework Alignment
When a Pre-conference Goes Wrong
Re-recruitment
4. Possess a Game Plan for Every Observation
Three Typical Observational Practices
The Hybrid Solution
Reflective Conference Impact
5. Create a Process for Self-Reflection
Self-Assessment Dos and Don’ts
Guided Practice
Understand Evaluator Fear of Self-Assessment
Auxiliary Benefits
Evaluator Self-Assessment
6. Be Cognizant of the Questions Driving Effective Evaluation
Driving Questions
Are Suggestions for Improvement Present Across All Domains and Do They Exist for Components Rated Proficient as Well as Needs Improvement or Unsatisfactory?
Are the Suggestions Provided Research Based and Grade and Content Appropriate for Each Teacher?
Does Feedback Link District Initiatives and Goals to Individual Teacher Performance?
Does the Administrator Explain the Why and How Behind Suggestions for Improvement?
Do Themes or Tendencies Emerge?
Is There Evidence of Framework Mastery for the Evaluator?
Is the Tone and Type of Language (Direct and Indirect) the Same Across All Evaluation Summaries?
Does the Evaluator Provide Context and an Understanding of the Personal and Professional Growth of the Teacher?
Does the Evaluator Provide Concrete Goals for Future Performance Outlined With Accountability Measures?
Does the Evaluator Communicate as if They Mutually Own the Future Growth of the Teacher?
Is Feedback Provided in a Consistent and Easy-to-Understand Manner?
7. The Reflective Conference
Fight Climbing the Ladder of Inference
Talk Less Than the Teacher
To Serve, Not to Convince
Questions Without Answers
The Answer Is Within Them
Schedules Match Priorities
Establish Goal Areas
Tips for Success for All Types of Reflective Conferences
8. Communicate for Teachers, Not to Them
Effective Feedback Strategies
9. Personalized Professional Development: Mutually Own Future Growth
Establishing a Personalized Professional Development Plan for Teachers
What Happens if I Am Not an Expert in This Area?
Conclusion (and a Note to Superintendents)
A Note to Superintendents
Resource: Suggestions-for-Improvement Bank
References
Index

PJ Caposey’s has had a wide range of educational experiences throughout his career. Mr. Caposey’s educational career began by receiving the Golden Apple Scholarship in high school which supports students pursue their dream to teach by providing scholarship money and training in return for a commitment to teach in a need-based area. Mr. Caposey did just that after completing his studies at Eastern Illinois University by teaching at Percy Lavon Julian High School in the inner-city of Chicago. After completing his administrative certification at National Louis University, Mr. Caposey served as an Assistant Principal in Rockford Public Schools before becoming the principal Oregon High School at the age of 28. After arriving at Oregon High School, Mr. Caposey and the school have received many honors. Personally, PJ was acknowledged by winning the Illinois Principal’s Association/Horace Mann Partners in Education Award and IPA Principal of the Year for NW Illinois. Additionally, Mr. Caposey personally has been selected as an Award of Merit winner by the Those Who Excel program sponsored by the Illinois State Board of Education, was honored as one of the nation’s top young educators when announced as an Honoree for the ASCD Outstanding Young Educator Award, has been named an ASCD Emerging Leader. PJ was named one of 25 Superintendents to watch nationally by NSPRA and won the INSPRA Distinguished Service Award of Excellence in 2016. More importantly, Oregon High School was named one of the nation’s top high schools by US News and World Report in 2012 and one of the top 2000 high schools in the country by Newsweek in 2013. Meridian has also received  multiple national distinctions which will be released to the public in Fiscal Year 2017.PJ recently earned his Doctoral degree through Western Illinois University and continues to write and guest blog for many websites such as Huffington Post, Eye on Education, ASCD, Edutopia, My Town Tutors, and Test Soup. PJ has also penned two books – his most recent co-authored with Todd Whitaker – named Building a Culture of Support: Strategies for School Leaders and Teach Smart: 11 Learner-Centered Strategies to Ensure Student Success. In addition, Mr. Caposey also serves as an adjunct professor for Aurora University within their educational leadership department and a principal coach for SUPES Academy.PJ is a sought after presenter, consultant, and professional development provider and has spoken at many local, state, and national conferences. A short list of those entities which PJ has presented on behalf of include: ASCD, Illinois Principal’s Association, National Rural Educators Association, Advan Ed, and many others. PJ also enjoys the opportunity to work in different consultative capacities for schools and other organizations. PJ served as the Oregon High School principal for four years and currently is in his third year as the Superintendent of Meridian 223. He is married, also to a teacher, who works with gifted students, and lives with his four children: two sons, Jameson and Jackson; and twin toddlers, Anthony and Caroline, in the Northwestern part of Illinois.