7 items | 0 visits
Sue Sarber's List: Teacher Evaluation Systems for Professional Growth
-
Oct 01, 09
D.C. Schools Chancellor Michelle A. Rhee has launched a rigorous evaluation system that will make some District teachers among the first in the nation to have their job security tied to standardized test scores.
-
-
Tennessee Framework for Evaluation and Professional Growth http://www.state.tn.us/education/frameval/
Look at the Teacher Performance Assessment Guide and the many linked docs -
Designing Teacher Evaluation Systems That Support Professional Growth (McCloskey and Egelston, 1993)
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/5b/b1.pdf
Chapter 1 explores the differences in a formative teacher evaluation system (for professional growth) and a summative teacher evaluation system (for accountability). Chapter 2 describes teh who, what and how of formative teacher evaluation. Chapter 3 describes the design steps in a formative evaluation system. -
Difference in Professional Growth, Supervision and Evaluation
http://www.teachers.ab.ca/About%20the%20ATA/Policy%20and%20Position%20Papers/Position%20Papers/Pages/Professional%20Growth%20Supervision%20and%20Evaluation.aspx -
Critical Issue:Evaluating Professional Growth and Development
http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd500.htm -
Teacher evaluation: Research versus practice
Summary: Fromthe data one can conclude that the majority of the study's districtsover-whelmingly continue to opt for the quick, easy, ambiguous, andtraditional Trait/Scale Model of evaluation. It also appears thatteachers, although they assert that this approach is ineffective anddemeaning to them professionally, continue to sign contractsauthorizing this mode of evaluation. The one bright light in thispicture is that while the traditional Trait/Scale combination is usedin 202 districts (see figure 5), the data also show that the districtsin the study's sample used the Trait/Scale Model with one or more ofthe other models available (see figure 5). The model was used with thePerformance Objectives Model in 123 districts and with the TeacherConcern Model in 69 districts. This would imply that in the districtsresponding there was an awareness that the Trait/Scale Model alone wasnot the answer to effective evaluation, and that there was a need todevelop a system which would better acknowledge and nurture theteacher's sense of professionalism and would provide real assistance.Perhaps as the demand for professionalism is internalized and the concomitant demand for accountability grows, there may actually come atime when districts completely relinquish their attachment to the lastvestiges of an evaluation model that answers neither demand.
http://www.springerlink.com/content/vr378w3053634416/
1 - 7 of 7
20 items/page
List Comments
(0)
List Info