"Ample research now tells us that principals can be crucial to student learning, especially so for disadvantaged students.  This book helps us understand how principals can matter,  embedding a discussion of high-impact strategies for improving instruction into an insightful overview of the most relevant research, information that should be part of every principal’s training."
—Charles M. Payne, Henry Rutgers Professor of Africana Studies and Director of Joseph C. Cornwall Center for Metropolitan Studies at Rutgers, The State University of New Jersey-Newark

"This book serves as a manual for everyday supervisors looking to help teachers improve their practices. The micro-observation strategies will help us build the muscles to coach teachers towards closing the knowing-doing gaps of planning and implementing effective lessons."
—Dr. Hoa Tu, Superintendent, New York City Public Schools

"Kim Marshall’s new book is a master class in teacher supervision and evaluation. All current and prospective supervisors stand to l benefit from its deep insights, clear explanations, and spot-on guidance."
—Dr. Susan Moore Johnson, Jerome T. Murphy Research Professor, Harvard Graduate School of Education, Massachusetts

"Kim Marshall’s Rethinking Teacher Supervision and Evaluation is the most practical, compelling source you’ll find on this topic.  If we heed his irrefutable case for frequent classroom visits and specific, targeted feedback, then instructional quality--and student outcomes--will absolutely improve."

—Mike Schmoker, Ed.D., Author, Speaker, and Consultant 

"Kim Marshall, an award-winning principal, author, consultant, and mentor to school leaders, leverages his extensive career experience into this compendium of practical wisdom on the important topic of teacher observation and evaluation. Marshall begins by debunking many current supervision and evaluation practices, then builds a case for more demonstrably efficient and effective ways of offering feedback that actually improves teaching and learning. This updated version of his classic book includes new insights, including the potential of Artificial Intelligence to support the teacher observation/feedback process. I consider this 3rd edition of Rethinking Teacher Evaluation and Supervision an indispensable guide to any current or aspiring school leader or instructional coach."
—Jay McTighe, Education author and consultant, and Coauthor of the Understanding by Design® series

In Rethinking Teacher Supervision and Evaluation, Dr. Marshall challenges the conventional perspective on teacher evaluation, urging us to perceive it not merely as a set of obligatory transactions but as a system capable of transformative leadership moves. This paradigm shift, according to Marshall, holds the potential to cultivate true collaboration, strategic actions grounded in research, and ultimately, improved learning for teachers, effective leadership decisions, and tangible progress in student achievement.

Dr. Marshall introduces a novel approach, emphasizing mini observations and reflective post-visit conversations as key components. These elements, he argues, enable school leaders to construct a comprehensive understanding of teachers' strengths and areas for improvement. Notably, this method relies on multiple data points rather than a single observation, providing a more nuanced and accurate evaluation.

What sets this text apart is its practicality. Dr. Marshall offers actionable suggestions that render it an invaluable resource for both emerging and experienced school leaders. The proposed strategies empower leaders to navigate the complexities of teacher evaluation with finesse, making informed decisions based on a holistic understanding of each teacher's performance.

Moreover, the text advocates for transformative changes in the existing evaluation system, positioning it not as a mandatory exercise but as a catalyst for positive outcomes. Dr. Marshall's innovative ideas, outlined in this book, present a compelling argument for reshaping our approach to teacher evaluation. It is, undeniably, the resource needed to usher in a new era of evaluation that prioritizes the growth and success of students, teachers, and school leaders alike.
—Gloria McDaniel-Hall, Ed.D, Associate Professor, Educational Leadership, National Louis University, Chicago, IL