4 0
Fixing Teacher Evaluation. 6 6 - - - 32 - 37 p. : ill. 24 cm. - Monthly. - - - October 2008 / volume 66, number 2 - . - . - 0 . - . - 0 .
ABSTRACT: Because they focus on the quality of instruction, teacher evaluations can be powerful catalysts for teacher and school improvement. But today, the typical teacher evaluation consists of a single, fleeting classroom visit by an administrator untrained in evaluation. Often he or she wields a checklist of classroom conditions and teacher behaviors that don't focus directly on the quality of instruction. Several models of evaluation demonstrate that it's possible to evaluate teachers in much more productive ways. These models use explicit standards to evaluate teachers, are based on multiple measures, and involve multiple evaluators and evaluations. Because comprehensive classroom evaluation systems are more labor-intensive, they are more expensive than principal drive-bys or evaluations based on test scores. But they are an investment worth making because they improve teachers' performance and signal to teachers that they are professionals doing important work.
5
5
2 = =
Association for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
46041369
2
101086164 DNLM
2 --0------
6 --0-- 2 --------
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--20------
Staff assessment;Tearcher quality;Educational Change ----Teachers.;Teacher Improvement--Professional development;Teacher Evaluation--School improvement.;Educational Improvement--Administrators
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L11 .Ed83el / 2
/ 2
/
/
Fixing Teacher Evaluation. 6 6 - - - 32 - 37 p. : ill. 24 cm. - Monthly. - - - October 2008 / volume 66, number 2 - . - . - 0 . - . - 0 .
ABSTRACT: Because they focus on the quality of instruction, teacher evaluations can be powerful catalysts for teacher and school improvement. But today, the typical teacher evaluation consists of a single, fleeting classroom visit by an administrator untrained in evaluation. Often he or she wields a checklist of classroom conditions and teacher behaviors that don't focus directly on the quality of instruction. Several models of evaluation demonstrate that it's possible to evaluate teachers in much more productive ways. These models use explicit standards to evaluate teachers, are based on multiple measures, and involve multiple evaluators and evaluations. Because comprehensive classroom evaluation systems are more labor-intensive, they are more expensive than principal drive-bys or evaluations based on test scores. But they are an investment worth making because they improve teachers' performance and signal to teachers that they are professionals doing important work.
5
5
2 = =
Association for Supervision and Curriculum Development, 125 N. West St., Alexandria, VA 22314-2798
46041369
2
101086164 DNLM
2 --0------
6 --0-- 2 --------
0 2 --
--20------
Staff assessment;Tearcher quality;Educational Change ----Teachers.;Teacher Improvement--Professional development;Teacher Evaluation--School improvement.;Educational Improvement--Administrators
--------20--
----2
L11 .Ed83el / 2
/ 2
/
/