Amy Tepper has served as a teacher, administrator, and program director in various K-12 settings and startups to include virtual, homeschool, blended, and public schools. She held the position of Executive Director of a Sylvan Learning Center, opened an alternative 6th-12th school in Okaloosa County, FL, and later was actively engaged in Florida high school redesign and career education reform, providing technical assistance across the state. Amy had the opportunity to collaborate with a team of parents to develop the Ohana Institute, an innovative blended school, focused on global citizenship and discovery learning, serving as Director in its first year. As a consultant, she provided instructional and administrative coaching at an international school in Panama, before joining ReVISION Learning Partnership in 2013. Amy has since completed countless classroom observations through work as a peer validator evaluating practices in Newark and New Haven schools, and in providing embedded, ongoing support for instructional leaders and teachers in the areas of high quality observation, feedback, and teaching and learning across Connecticut.

Preface
Acknowledgments
About the Authors
Chapter 1: What does it mean to lead learning?
Finding Time to Lead Learning
Rethinking Evaluation
Leading Change Through Educator Evaluation
Core Assumptions About Current Practice
Feedback as the Common Thread
A Shift From Summary to Analysis
Core Skills for Observation and Feedback
What's Ahead?
Chapter 2: How can you use an instructional framework to improve observation and feedback practices?
Skill Set for Building Understanding of a Framework
Deconstructing Your Framework
Unpacking Expectations
Using a Feedback Frame
Final Thoughts
Chapter 3: How can you collect evidence in the classroom to improve feedback?
Skill Set for Collecting Evidence
Bias in Observation
Identifying Types of Data
Evidence Collection: The Basics
Evidence Collection: Student Engagement and Learning
Using a Balance of Evidence to Feed Forward
Final Thoughts
Chapter 4: How can you determine effectiveness of instruction and a teacher's impact on learners?
Skill Set for Determining Effectiveness
Using Your Evidence to Analyze Effectiveness
Understanding What We Are Analyzing
Analyzing Engagement
Influences on Engagement and Learning
Final Thoughts
Chapter 5: How can you determine a teacher's areas of instructional strength and growth?
Skill Set for Determining Areas of Strength and Growth
What Teachers Need to Know
Using Analysis
Determining Areas of Strength and Growth
Citing Areas of Strength and Growth
Understanding Research-Based Strategies
Using Research-Based Strategies in Feedback
Pulling It All Together
Final Thoughts
Chapter 6: How can your feedback feed forward?
Skill Set for Developing Objective Feedback
Bias in Feedback
Increasing Objectivity
Feedback to Feed Forward
Skill Set for Developing Feedback as a Learning Tool
Defining "Actionable" Next Steps
Developing Action Steps
Prioritizing Next Steps
Developing Reflective Practices
Pulling It All Together
Final Thoughts
Chapter 7: What professional learning builds your capacity to lead learning?
What's Next?
The Current Approach
Essentials of Effective Professional Learning Design
Building a New Approach
Professional Learning Designs in Action
Final Thoughts and Beyond
Strategies List
Tables and Figures List
References
Index