Lack of accuracy, feedback, and commitment in teacher evaluation.

Autor/inn/en	Frase, Larry E.; Streshly, William
Titel	Lack of accuracy, feedback, and commitment in teacher evaluation.
Quelle	In: Journal of personnel evaluation in education, (1994) 1, S.47-57 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0920-525X
DOI	10.1007/BF00972709
Schlagwörter	Good Reason; Evaluation Program; Teacher Evaluation; State Requirement; Primary Process
Abstract	Summary The contention that evaluation and supervision is the primary process in today's schools by which instructional excellence is achieved and maintained (Pajak's 1990) is wishful thinking. Rather, this characterization is dead wrong. Teacher evaluation has lost or never had a purpose. It has become perfunctory. Little energy is invested, and the teacher receives little if any constructive feedback for improvement. In too many districts, the only reason for complying is to meet state requirements. Teachers in many cases have good reasons for holding evaluation and supervision in contempt. Evaluations have not been helpful, evaluators are not adequately trained in curriculum and instruction, and feedback is either absent or of low quality. Most serious of all, they do not result in instructional improvement. Failure to provide accurate feedback accompanied by substantive and practical suggestions for improvement closes the door to improvement and enhanced internal motivation. This abrogation of duty is malpractice in its worst form. Educators thrive on success in accomplishing their number one goal-helping people learn. Successful supervision and evaluation programs are designed to capitalize on powerful internal motivators, resulting in improved performance and higher personal satisfaction.
Erfasst von	OLC
Update	2023/2/05