Who Evaluates Teacher Performance Mismatched Paradigms, the Status Quo, the Missed Opportunities.Report as inadecuate




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This paper presents findings of a study that examined teachers' and parents' attitudes toward teacher evaluation, particularly in regard to the usefulness of instruction-based instruments to measure holistic, integrated classroom practices. A pilot teacher assessment instrument was developed and field-tested at seven schools in which holistic methods were practiced. Interviews were also conducted with 10 elementary school principals and 9 teachers who had established holistic, integrated practices. Findings indicate that although the principals endorsed holistic, integrated practices, they were reluctant to alter the status quo of using a direct instruction-based evaluation instrument. Teachers who were evaluated by principals unfamiliar with holistic instruction expressed frustration and disappointment, viewing their principals' observations as missed opportunities for both teachers and administrators. A conclusion is that the teacher-evaluation instrument is much less important than the processes of negotiation and collaboration between teachers and administrators. The teacher evaluation instrument should be collaboratively developed; negotiated by participants for agreement of form and content; controlled by participants for shared decision making in how the instrument is used; able to assess the complexities of holistic, integrated classrooms; learning-centered; revised as participants change and grow; and used to foster collegial interchanges. (LMI)

Descriptors: Educational Environment, Elementary Secondary Education, Evaluation Criteria, Evaluation Problems, Holistic Approach, Holistic Evaluation, Integrated Activities, Measurement Techniques, Teacher Administrator Relationship, Teacher Evaluation











Author: Enz, Billie J.; Searfoss, Lyndon W.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10141&id=ED361915



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