The Coach and the Evaluator

Autor/inn/en	Tschannen-Moran, Bob; Tschannen-Moran, Megan
Titel	The Coach and the Evaluator
Quelle	In: Educational Leadership, 69 (2011) 2, S.10-16 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Stellungnahme; Coaching (Performance); Teacher Evaluation; Teacher Effectiveness; Professional Development; Evaluation Criteria; Administrative Principles; Supervisory Methods; Best Practices; Educational Practices; Change Strategies; Educational Change; Mentors + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Lösungsstrategie; Bildungsreform
Abstract	Evaluation and coaching should not be linked, these authors argue. Although it's tempting for evaluators to identify deficiencies and then specify coaching as a remediation strategy, doing so turns coaching into a consequence of a poor evaluation and termination into a consequence of failed coaching. Another mistake is to use coaching as a data source for evaluation, for example, when an administrator asks a coach for information regarding teacher performance. Tying evaluation and coaching together in these ways compromises both functions. At their best, evaluation and coaching should proceed on separate but complementary tracks. Coaching supports excellence by tapping into five crucial factors: consciousness, connection, competence, contribution, and creativity. In addition, research shows that coaching in schools can best improve teacher practice when it's teacher-centered, no-fault, and strengths-based. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10