Learning on the Job: Teacher Evaluation Can Foster Real Growth

Autor/inn/en	Ritter, Gary W.; Barnett, Joshua H.
Titel	Learning on the Job: Teacher Evaluation Can Foster Real Growth
Quelle	In: Phi Delta Kappan, 97 (2016) 7, S.48-52 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721716641649
Schlagwörter	Teacher Education; Teacher Evaluation; On the Job Training; Teacher Effectiveness; Academic Achievement; Structured Interviews; Professional Development; Feedback (Response); Educational Improvement; Student Teachers; Student Teacher Evaluation; Educational Policy; Tennessee + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Training-on-the-Job; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Politics of education; Bildungspolitik
Abstract	Since 2010, there has been much policy activity on teacher evaluation. Many education policy makers have embraced the idea that improved teacher evaluation can cultivate genuine improvements in the teaching force and improved student outcomes. Can genuine evaluation actually enhance the effectiveness of those evaluated? Using structured interviews with educators and policy makers in five states, the authors find that rigorous evaluations can provide a focus for professional development and that the feedback from evaluations can encourage self-reflection and meaningful conversations focused on classroom practice among educators. Moreover, the data suggest that educators are open to such evaluations when certain key conditions are met in schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01