Literaturnachweis - Detailanzeige
Autor/in | Maharaj, Sachin |
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Titel | Administrators' Views on Teacher Evaluation: Examining Ontario's Teacher Performance Appraisal |
Quelle | In: Canadian Journal of Educational Administration and Policy, (2014) 152, (58 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1207-7798 |
Schlagwörter | Foreign Countries; Administrator Attitudes; Teacher Evaluation; Teacher Education; Observation; Program Effectiveness; Program Improvement; Administrator Role; Teacher Improvement; Pedagogical Content Knowledge; Educational History; Standards; Principals; Interviews; Validity; Teacher Competencies; Faculty Development; Predictor Variables; Online Surveys; Administrator Education; Teacher Effectiveness; Canada; United States Ausland; Teacher appraisal; Lehrerbeurteilung; Lehrerausbildung; Lehrerbildung; Beobachtung; Pädagogische Kompetenz; History of education; Bildungsgeschichte; Standard; Principal; Schulleiter; Interviewing; Interviewtechnik; Gültigkeit; Lehrkunst; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kanada; USA |
Abstract | This study examines the views of administrators (i.e., principals and vice-principals) in Ontario, Canada, with regard to the province's Teacher Performance Appraisal process. A total of 178 responses were collected from a survey that examined five areas: 1) preparation and training; 2) classroom observations; 3) preparing the formal evaluation; 4) the impact on teaching practice; and 5) improving the process. Results indicate that administrators did not receive extensive training and, of the training they did receive, most did not find it very useful. Most administrators did not feel strongly that the classroom observations adequately assessed teacher practice and most did not feel that there had been substantial improvement in teacher practice in their schools as a result of the process. The most common suggestions for improvement were to have more classroom observations, some of which are unannounced; to evaluate teachers more frequently; and to have more than two rating categories. (As Provided). |
Anmerkungen | Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |