Seventh-graders in April 2012 work on math problems during an Instructional Rounds evaluation session at Spratling Middle School in Keyes. The practice involves watching how students react as teachers teach, noting what works rather than focusing on teacher presentation. A study suggests teachers need more useful evaluations than they are getting.
Seventh-graders in April 2012 work on math problems during an Instructional Rounds evaluation session at Spratling Middle School in Keyes. The practice involves watching how students react as teachers teach, noting what works rather than focusing on teacher presentation. A study suggests teachers need more useful evaluations than they are getting. Nan Austin Modesto Bee file
Seventh-graders in April 2012 work on math problems during an Instructional Rounds evaluation session at Spratling Middle School in Keyes. The practice involves watching how students react as teachers teach, noting what works rather than focusing on teacher presentation. A study suggests teachers need more useful evaluations than they are getting. Nan Austin Modesto Bee file