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Author: W. James Popham

Publisher: Corwin Press

Published: 2013-04-17

Total Pages: 201

ISBN-13: 1452260850

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What's wrong with today's teacher-evaluation systems-and how to improve them Unsound teacher evaluation practices lead to misinformed decisions regarding strategies for student learning, resulting in negative effects to students. Education measurement and evaluation expert W. James Popham critiques what is wrong with many existing teacher-evaluation systems and offers an alternate system that respects the professionalism and dignity of teachers. Popham argues that, because teaching is a very situation- specific profession, the use of any paint-by-numbers, one- size-fits-all teacher evaluation system is patently absurd. Rather, the only defensible approach to teacher evaluation is to base it on collegial judgment, that is, on the evaluative conclusions of experienced teachers who have been specifically trained and formally certified to carry out this function. This book discusses: Key strengths and weaknesses of prominent teacher-evaluation evidence How to improve a flawed teacher-evaluation program The merits of a teacher evaluation program based on "evidence-governed collegial judgment

Teacher Evaluation
Teacher Evaluation

Author: Anthony J. Shinkfield

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 406

ISBN-13: 9400917961

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Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.

Multidisciplinary Perspectives on Teacher Evaluation
Multidisciplinary Perspectives on Teacher Evaluation

Author: Morgaen L. Donaldson

Publisher: Routledge

Published: 2020-11-26

Total Pages: 214

ISBN-13: 0429624158

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In the wake of national interest in teacher evaluation, this book examines what we have learned about how and whether teacher evaluation holds teachers accountable and improves their practice. Drawing on literature in psychology, economics, and sociology, this multi-disciplinary and multi-perspectival book explores teacher evaluation’s intended goals of development and accountability, as well as its unintended consequences, especially as they relate to equity. Blending theory from diverse disciplines with decades of research, this book provides new insights into how teacher evaluation has played out in schools across the United States and offers recommendations for research, policy, and practice in the years to come. Insights include how to embed teacher evaluation in a larger culture of continuous learning; rethinking assumptions on accountability and development aims; and highlighting the importance of equity in the design, implementation, and outcomes of teacher evaluation. Every chapter concludes with practical recommendations informed by theory and research to guide policymakers, researchers, and district and school leaders as they seek to understand, design, and implement better teacher evaluation systems.

Teacher Evaluation
Teacher Evaluation

Author: Kenneth D. Peterson

Publisher: Corwin Press

Published: 2000-05-19

Total Pages: 442

ISBN-13: 9780803968837

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This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD)

Teacher Evaluation
Teacher Evaluation

Author: Arthur E. Wise

Publisher:

Published: 1984

Total Pages: 110

ISBN-13:

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A new concern for the quality of education and of teachers is being translated into merit-pay, career-ladder, and master-teacher policies that presuppose the existence of effective teacher evaluation systems. School district administrators must understand the educational and organizational implications of the teacher evaluation system that they adopt, because that system can define the nature of teaching and education in their schools. In particular, the system can either reinforce the idea of teaching as a profession, or it can further deprofessionalize teaching, making it less able to attract and retain talented teachers. The present study focused on the actual operation of teacher evaluation procedures in school systems. It examined not only the instruments and procedures, but also the implementation process and the organizational contexts within which they operate. This approach enabled the authors to observe whether and how teacher evaluation results are used by the organization. It also indicated the broader organizational conditions needed to initiate and sustain effective teacher evaluation practices.