Creating a Comprehensive System for Evaluating and Supporting Effective Teaching

Autor/in	Darling-Hammond, Linda
Institution	Stanford Center for Opportunity Policy in Education (SCOPE)
Titel	Creating a Comprehensive System for Evaluating and Supporting Effective Teaching
Quelle	(2012), (52 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education; Teacher Effectiveness; Teacher Evaluation; Faculty Development; Teaching Methods; Performance Based Assessment; State Standards; Teacher Certification; Academic Achievement; Educational Objectives; Goal Orientation; Peer Evaluation; Coaching (Performance); Student Characteristics; Arizona; California; New Mexico + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsermittlung; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Kalifornien
Abstract	Virtually everyone agrees that teacher evaluation in the United States needs an overhaul. Existing systems rarely help teachers improve or clearly distinguish those who are succeeding from those who are struggling. The tools that are used do not always represent the important features of good teaching. Criteria and methods for evaluating teachers vary substantially across districts and at key career milestones--when teachers complete pre-service teacher education, become initially licensed, are considered for tenure, and receive a professional license. A comprehensive system should address these purposes in a coherent way and provide support for supervision and professional learning, identify teachers who need additional assistance and--in some cases--a change of career, and recognize expert teachers who can contribute to the learning of their peers. This report outlines an integrated approach that connects these goals to a teaching-career continuum and a professional development system that supports effectiveness for all teachers at every stage of their careers. (Contains 2 figures and 54 endnotes.) [This paper was written with the assistance of Channa Cook, Ann Jaquith, and Madlene Hamilton. Additional funding was provided by the Sandler Foundation.] (As Provided).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10