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IMPROVING TEACHER DEVELOPMENT. UNDERSTANDING EXPERTISE. Common misconceptions regarding experienced teachers; Different types of practice; A process for deliberate practice in education. REFLECTING ON TEACHING. Utilizing an instructional model; Self-rating and setting goals; Focusing on goal areas; Internalizing the model of instruction; Adjusting growth goals or setting new goals. COACHING TEACHING. The distinction between coaching and evaluation; The coaching cycle; Structures and protocols for coaching; Focused feedback; Instructional rounds; Administrators as coaches. IMPROVING TEACHER EVALUATION. THE PERILS OF OBSERVING TEACHING. Errors in observations; Consequences of observational errors. PRINCIPLES FOR SUCCESSFUL CLASSROOM OBSERVATIONS. Focus classroom observation on a viable set of observational categories; Use a conjunctive approach to summarize a teacher´s competence; Invite teachers to submit nonobservational evidence; Continually update each teacher´s current status; Compare observation scores to self evaluation scores; Interpret scores as teacher capacity indices. THE NEW PARADIGM FOR THE TEACHER EVALUATION. Scoring classroom practices; Evaluating teachers based on student growth; Putting scores together and documenting key decisions.