The What and Why of Observation
The Classroom Practice Continuum Classroom Observation Procedures Developing Observation Protocols Lessons Learned
Notes References
The Expert Teacher Group
6. Griffin P 2008, Developmental frameworks: writing quality criteria for rubrics, University of Melbourne, Assessment Research Centre, Melbourne, p. 19, unpublished paper.
7. Griffin P 2008, Developmental frameworks: writing quality criteria for rubrics, University of Melbourne, Assessment Research Centre, Melbourne, p. 19, unpublished paper.
8. Griffin P 2008, Developmental frameworks: writing quality criteria for rubrics, University of Melbourne, Assessment Research Centre, Melbourne, p. 19, unpublished paper.
9. Hattie, J & Yates, G 2013, Visible learning and the science of how we learn, Routledge, New York, p. 100.
10. Hattie, J & Yates, G 2013, Visible learning and the science of how we learn, Routledge, New York, p. 100.
11. Griffin, P 2008, Developmental frameworks: writing quality criteria for rubrics, University of Melbourne, Assessment Research Centre, Melbourne, p. 2, unpublished paper.
NOTES
1. Shulman, L 2004, The wisdom of practice: essays on teaching, learning, and learning to teach, The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass, San Francisco, CA, p. 517. 2. Council of Chief State School Officers, Interstate
Teacher Assessment and Support Consortium 2013, InTASC model core teaching standards and learning progressions for teachers 1.0: a resource for ongoing teacher development, Washington DC, p. 11.
3. Australian Institute for Teaching and School Leadership (AITSL) 2011, Australian professional standards for teachers, Melbourne, p. 1.
4. Masters, G 1998, Standards and assessment for students and teachers: a developmental paradigm, Seminar Series, IARTV, Melbourne, p. 3.
5. Shulman, L 2004, The wisdom of practice: essays on teaching, learning, and learning to teach, The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass, San Francisco, CA, p. 516.
18. Teitel, L 2013, School-based instructional rounds, Harvard Education Press, Cambridge, MA, p. 195. 19. Richards, J 2005, Professional development for
language teachers: strategies for teacher learning, Cambridge Language Education, Cambridge University Press, London, p. 86.
20. Ericsson, KA, Prietula, MJ & Cokely, ET 2007, ‘The making of an expert’, Harvard Business Review, July-August, p. 3.
21. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2008, Melbourne declaration on educational goals for young Australians, p. 12.
22. Bransford, J 2011, cited in S Fink & A Markholt, Leading for instructional improvement, Jossey- Bass, San Francisco, CA, p. 1.
23. Shulman, L 2004, The wisdom of practice:
essays on teaching, learning, and learning to teach, The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass, San Francisco, CA, p. 516. 12. Shulman, L 2004, The wisdom of practice: essays
on teaching, learning, and learning to teach, The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass, San Francisco, CA, p. 516. 13. Griffin, P 2010, Developing and validating
frameworks for teacher expertise and effectiveness: a discussion paper, University of Melbourne, Assessment Research Centre, p. 34, unpublished. 14. Griffin, P 2010, Developing and validating
frameworks for teacher expertise and effectiveness: a discussion paper, University of Melbourne, Assessment Research Centre, p. 34, unpublished. 15. Shulman, L 2004, The wisdom of practice:
essays on teaching, learning, and learning to teach, The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass, San Francisco, CA, p. 519. 16. Wragg, EC 2012, An introduction to classroom
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17. Fink, S & Markholt, A 2011, Leading for instructional improvement, Jossey-Bass, San Francisco, CA, p. xxii.
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