A Collaborative Model of Teacher Evaluation: Roles and Challenges Faced by Various Constituent Groups.

Autor/inn/en	Mertler, Craig A.; Petersen, George J.
Titel	A Collaborative Model of Teacher Evaluation: Roles and Challenges Faced by Various Constituent Groups.
Quelle	(1997), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Responsibility; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; Feedback; Models; Peer Evaluation; Secondary School Teachers; Self Evaluation (Individuals); Student Evaluation of Teacher Performance; Teacher Evaluation; Teacher Improvement + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Analogiemodell; Teacher appraisal; Lehrerbeurteilung
Abstract	Personnel evaluation in education occurs predominantly at the summative level and is used primarily for personnel decisions. Teachers are provided little feedback regarding their classroom performance and even less assistance in improving areas identified as weaknesses. While the improvement of instructional practice is perhaps the most important--and most positive--purpose of teacher evaluation, the current "dominant model" of teacher evaluation does not empower teachers to improve their instructional practices. Typically, there is no feedback for the teacher and no suggestions for improvement. The Collaborative Teacher Growth Model is offered as a possible alternative to the current system of evaluating teacher performance. This model incorporates feedback from a variety of sources--administrator observations, peer evaluations, student feedback, and teacher self-assessment--in an attempt to obtain a thorough and representative assessment of a teacher's instructional performance. The individuals then work collaboratively to develop an appropriate and individualized improvement plan for the teacher. However, several limitations to this alternative model exist. Language contained in state law and/or collective bargaining agreements often limit the frequency and scheduling of teacher evaluations. Fair dismissal laws may also specify that only individuals holding certain positions within the district may serve as evaluators of teaching performance. Finally, teachers must still be open to the idea of constructive feedback and must acknowledge that there is a need for improvement and that all teachers can improve. (Contains 36 references.) (Author)
Anmerkungen	Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 15-18, 1997).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01